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PETER MOSS 2
Secondary
Social Studies
for Pakistan
Revised Edition
With Lesson Plans and Worksheets
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CHAPTER 1
Contents
Introduction iv
Section 1: GEOGRAPHY
Chapter 1 Geography of the Muslim world 1
Chapter 2 Climatic regions of the Muslim world 5
Chapter 3 Main agricultural products of the Muslim world 13
Chapter 4 Minerals and natural resources of the Muslim world 19
Chapter 5 Industrialization in the Muslim world 26
Chapter 6 Trade and commerce 31
Chapter 7 Transport and communication 35
Chapter 8 Environment 42
Chapter 9 The population of the Muslim world 46
Section 2: HISTORY
Chapter 10 The early Muslims 50
Chapter 11 Islam in South-east Asia 58
Chapter 12 Muslim scientists, philosophers, and travellers 61
Chapter 13 The decline and the reawakening of the Muslims 66
Chapter 14 National unity and freedom movements 71
Chapter 15 The struggle for freedom 76
Chapter 16 The road to independence 81
Chapter 17 Leading the freedom movement 85
Chapter 18 1937–46: The last steps to independence 90
Chapter 19 Pakistan—1947–71 and beyond 97
Chapter 20 Human rights 104
Assessment Papers 111
Answer keys 115
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Secondary Social Studies 2
Introduction
Long, long ago the world was a much simpler place. People rarely moved far beyond the place where
they had been born, and met only those they had known all their lives. They were scarcely conscious
of the next village, much less the wider world ‘out there’. They made rules which suited their own little
community and grew crops and reared animals for self-sufficiency in food. The land, the water, the winds
and the Sun were their gods.
Then, gradually, the horizons broadened out as people began to move beyond their home base. They
now belonged to a larger community, conquering and being conquered, and the rules of law had to
be enforced so that people could exist together. Widening horizons brought trade—exchanging goods
they had for those they did not: widening trade brought new demands, new restrictions and, also, new
liberties. Slowly the world expanded, first to nations and later to international units until today when it
is a complex mass of interconnected cultures and economies.
This series, Secondary Social Studies for Pakistan, tries to look at the situation, starting in the first book,
with our own country, its geography, history, and outside influences that have shaped it over the years.
The second book deals with the wider Muslim world in general—the geography, economy, history and
political growth—and the movements for independence of Pakistan, and its achievements and national
events from 1947 to 2008. The final book deals with the Earth and its place in the universe, global
economies and their problems. It also deals with international institutions, problems that have been
created by globalization and what democracy, citizenship, and human rights really mean. In addition to
these, this series also includes environmental concerns in the developing world as populations, industries,
and consumption of goods have grown, and need to be managed.
The accompanying Teaching Guides aim to facilitate teachers by providing background information and
teaching strategies. The importance of planning out the teaching schedule and preparing lesson plans
cannot be underestimated so that the course is covered and the teaching time allows activities, projects
as well as end of month/term assessments. This revised edition of the Teaching Guides incorporates
extensive lesson plans and worksheets for each chapter as well as assessment papers for the geography
and history sections, along with answer keys to worksheets and the assessment papers. The lesson plans
cover at least two periods per chapter so that explanation, understanding and reinforcement are covered
satisfactorily. In case of a longer chapter, up to four sessions are suggested. However, schools are advised
to adjust these according to their term break-up and time available.
Social Studies is an interesting subject and can be made more so through lessons that are creative,
challenge students’ thinking skills, and allow learning through practice. Critical thinking leads to problem-
solving skills and a lesson well-planned and well taught will inculcate these skills in your students for
their studies as well as in real life.
Note: In marking dates in history bc (Before Christ) and ad (Anno Domini: the year of our Lord) are now
expressed as bce (Before Common Era) and CE (Common Era), respectively. The Common Era begins with
the period following the birth of the prophet Jesus (as).
iv 1
Section 1: GEOGRAPHY
CHAPTER ONE
Geography of the Muslim world
Lesson Plan 1
Topic: Geography of the Muslim world
Duration: Two periods (40 minutes × 2)
Objectives: • To define the Muslim world and its geographical position.
• To give an overview of the climatic and topographical features of the
Muslim world
Resources: Textbook, Teaching Guide, Oxford School Atlas for Pakistan, Internet,
encyclopedia
Introduction: To brainstorm ask the following questions:
(i) Name some Muslim countries of Asia.
(The students should be able to do this as they have studied it in Class 6.)
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Secondary Social Studies 2
(ii) Name some countries of the world which are not Islamic countries but Muslims live there in great
numbers (India, Sri Lanka, China, America, Britain, France, etc.)
(iii) What similarities and differences do you find among the Muslims of Islamic countries?
(Similarities: they have the same religious faith i.e Islam and follow all the five basic tenets of Islam.)
(Differences: There are differences in their language, dress, food, and lifestyles.)
(iv) What is the reason for these differences?
(Differences in topography, climate, and local culture.)
Write the topic ‘Geography of the Muslim World’ on the board.
Explanation: Begin the lesson by stating that Islam is the second largest religion and the fastest growing
one in the world.
Define Islamic countries: Tell the students that though Muslims are scattered all over the world, all
countries are not ‘Muslim’ countries. Muslim countries are those countries that have declared themselves
Islamic countries e.g. Pakistan, Afghanistan, Iran, Saudi Arabia, etc. Other countries may have large Muslim
populations like India.
Muslim population in the world: Discuss the population of Muslims in the world. Explain the bar given
on page 1 of the textbook which shows the percentage of the main religions in the world. The Muslims
constitute 21% of the total world population.
Ask the students to look at the political map on page 2 of the textbook and explain the location of the
Muslim world from East to West and North to South.
Geographical features: Move on to the geographical features of the Muslim world. Ask the students to
look at the map showing the physical features of the Muslim world (Page 2 of the textbook).
1. The key showing the land height shows that most of the Muslim countries are located on level land.
2. The mountain ranges are:
a) North Africa — The Atlas Range
b) Ethiopia, Yemen, Saudi Arabia, Eastern Turkey and Iran — are highlands.
c) The highest mountain regions are Afghanistan and Pakistan (Hindu Kush and the Karakoram.)
3. Vegetation: Ask the students to look at the map showing the natural vegetation of the Muslim world.
Ask them to study the key to natural vegetation.
Explain the terms classifying the forests e.g. What are coniferous forests: these forests have trees that
produce hard, dry fruit and are evergreen. Explain the remaining terms. Students can use the dictionary
for brief definitions.
Emphasize that except for Malaysia, Indonesia, and some parts of Africa, more than half of the whole
Muslim world area is hot desert.
Ask the students what an ‘Oasis’ is and why nothing grows in the deserts except shrubs. (This is due to
the sandy soil and no rainfall). Discuss the life and occupation of the people. (Rearing sheep and goats,
and leading a nomadic life.)
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CHAPTER 1
Our country in the World
Explain what rainforests are, where they are found, and what these forests produce.
Focus on the fertile areas of the Muslim world—valleys of the great rivers, the Nile, Tigris, Euphrates, and
Indus, and other places made fertile by irrigation.
Conclusion: Recap the main points of each of these lessons.
Reinforcement: Divide the class into groups and ask them to study the vegetation in North African
Muslim countries, the Mediterranean region, the tropical region and the desert region. They should list
the features.
Homework: Ask the students to do ‘Questions and Activities’ from page 3, as homework. The attached
Worksheet may be completed for homework too.
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WORKSHEET 1 Chapter 1
1. Match column A with column B.
Column A shows the four main religions of the world, and others, and column B shows the
estimated number of their followers.
A B
a. Buddhists 26%
b. Hindus 6%
c. Muslims 33%
d. Christians 21%
e. Others 14%
Photocopiable material
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CHAPTER TWO
Climatic regions of the Muslim world
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Secondary Social Studies 2
Travel agents may have brochures of safari holidays; collect these and make wall charts, as these regions
are spectacular.
Tropical forests: Pakistan has no example of a tropical forest. The heat and moisture are critical as the
actual soil is usually not particularly fertile, most of the fertility coming from the rotting leaves on the
floor of the forest. The forests are naturally evergreen, but leaves do have to be replaced. Because the
fertile layer is generally shallow, the tree roots are usually near the surface. Naturally with their great
height (in the struggle to reach the light) they are often very unstable. When densely packed, they get
some support from one another; but some varieties of trees have developed buttresses (supports on the
lower trunk) to strengthen them.
Vast areas of the Amazon tropical forests are being cleared, illegally, to grow crops, and also for stock.
Eleven million hectares have been cleared for cattle ranching. The farmers have found the results
disappointing, as the fertility is short-lived, and with exposure to the continual rain, severe erosion takes
place. The canopy of leaves in the natural forest breaks up the force of the rain and allows it to trickle
gently to the ground. Also the removal of millions of hectares of virtually uncharted forest is, perhaps,
removing some as yet unknown species which will be of vital medicinal value—one has to think of the
cinchona tree from this region which was for many, many years the only remedy against malaria. We do
not know what we are discarding. The clearance of the rainforest is a savage cycle: the cleared land soon
becomes relatively infertile and more has to be cleared to accommodate the cattle and crops.
Temperate deserts: Considerable areas of Pakistan fall into this group. It is on the verge of practical
cultivation, but with fertilizer and irrigation it can produce reasonable crops.
Mediterranean climate: A very limited area falls into one of the most productive climates in the world,
producing so many high-value crops, highly suited for the sophisticated markets of western Europe. Even
rice is grown widely in Italy, and Egypt, on the fringe of the Mediterranean zone, it has a very large cotton-
growing base. In fact, Egyptian cotton has been highly prized for its long staple fibre.
Temperate grasslands: These are the great grain-growing and livestock-raising regions of the Muslim
world. Temperate climates are valuable because they are flexible in the crops that can be grown, from
rich grassland for livestock, to grains to a wide variety of fruits and vegetables.
Picture on page 7: Note the intensive agriculture in Turkey and the primitive method of a one-mule
plough. Yet Turkey can provide basic foodstuffs to feed the whole country without imports. The
photograph of Turkish agriculture, taken by the author three years ago, is remarkable in that it shows the
simple stage of farming in Turkey, with a donkey-drawn wooden plough, and seed being distributed by
hand.
Monsoons: This climatic region is confined to the Indian Ocean, and concerns mainly the subcontinent.
There are relatively small areas of a similar climate in South America and the Caribbean, as well as very
tiny areas on the west coast of Australia. Surprisingly, monsoons are, by geological standards, relatively
recent. They are thought to be a product of the rising of the Himalayas and the Tibetan plateau, starting
20 million years ago. These eventually affected the wind patterns and it is believed the monsoons began
about six million years ago. Once again, Pakistan seems to have been unlucky as the full force of the
monsoon and, particularly, the rainfall is modified by the pattern of wind diversions.
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CHAPTER 2
Climatic regions of the Muslim world
2. Pakistan gets its monsoon rains from the winds that come in from the South-east. These winds reach
Pakistan after crossing India, where they have already shed much of the rain. Only the north of the
country gets real monsoon rainfall.
3. Students to refer to the atlas and complete this activity.
4. Advantages and disadvantages of tropical forests and rainforests:
Advantages: forests supply timber, especially valuable hardwoods; renew the atmosphere by
providing much-needed oxygen; protect the soil from erosion; and forests are home to a variety of
flora and fauna that would become extinct if their habitat was destroyed. Unknown species of plants
and trees are being discovered especially in the Amazon rainforest. Some of these may provide
valuable medical drugs; the cinchona tree was discovered here, which is the original source of quinine,
the famous anti-malarial drug.
Disadvantages: forests are unhealthy because of the heat and humidity; they engender diseases such
as malaria; and when cleared for crops, the soil which is of limited fertility is soon exhausted and
more areas have to be felled.
5. Countries that have temperate grasslands are excellent for rearing of animals, especially livestock.
The climate here is suitable for cereal crops and with irrigation, a wide variety of other plants and
fruits can be grown.
6. Pakistan has a wide variety of climatic regions—hot and cold deserts, scrub and semi-desert,
monsoon vegetation, and humidity. The vegetation found in Pakistan is more wide-ranging.
Indonesia has a tropical monsoon climate. The vegetation in Indonesia is dense and perennial, typical
of the monsoon regions.
Lesson Plan 2
Topic: Climatic regions of the Muslim world
Duration: Three periods (40 minutes × 3)
Objectives: • To study in detail the climatic regions of the Muslim world
• To study the causes of monsoon climate and its special relevance to the subcontinent
Resources: Textbook, Teaching Guide, Oxford School Atlas for Pakistan, encyclopedia, Internet
Introduction: The students already know the factors that determine the climate of a place. Brainstorm
with a few questions about factors affecting the climate e.g. nearness to the equator, distance from the
seashore, altitude etc. Tell them that the Muslim world can be divided into climatic regions on the basis
of these factors.
Explanation: Ask what the distance covered by the Muslim world from East to West and North to South is
(15,000 km and 6000 km). This vast area has different climatic regions; if Saudi Arabia and the Gulf States
are very hot, Pakistan has a moderate climate as a whole. Malaysia and Indonesia have heavy rainfall
throughout the year while the Muslim countries of North Africa have a Mediterranean climate.
Tell the students that Muslim countries are divided into eight regions according to their climatic
conditions.
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Secondary Social Studies 2
These are:
1. Deserts 2. Semi-desert and scrubland
3. Tropical grassland 4. Tropical forests
5. Temperate deserts 6. Mediterranean regions
7. Temperate grassland 8. Monsoon regions
Copy this information on the board.
Move on to discuss each region separately. Points of discussion for each region will be (a) temperature
range (b) amount of rainfall (c) vegetation and animals (d) agriculture, forests, and minerals.
1. Deserts:
The climate is hot because there is almost no rainfall. Therefore there is hardly any agricultural output.
Explain that three fourths of the world’s major deserts are in Muslim countries. Give examples:
i) The Sahara Desert in Africa makes up 60% of the total desert area the world over.
ii) The Thar Desert in Pakistan
iii) The Somali Desert in Africa
iv) The Kyzyl Kum in Uzbekistan
v) Dasht-e-Lut in Iran, and
vi) Rub-al-Khali in Saudi Arabia.
Though these countries are poor in natural vegetation they have valuable mineral, oil and natural
gas resources. Give examples. (Saudi Arabia, the Gulf States, Iran, Pakistan, etc.)
2. Semi-desert and scrublands:
a) Temperature: hot during the day and cool at night
b) Rainfall : scarce
c) Vegetation: coarse, tough plants and shrubs
These plants have long roots to go deep down to get water from below the surface.
Occupation: People rear goats and sheep. The wool from the sheep in Pakistan is good for making
carpets. The western parts of Pakistan are semi-deserts e.g. Thar and Thal.
Second period
3. Tropical grasslands (savannah)
a) Location: they lie between the deserts and the tropical forests.
b) Rainfall: between 500-1500 mm
c) Vegetation: scattered trees and tall grasses
d) Animals: game animals in Africa, for example, lions, giraffes, zebras, elephants, etc. Safaris are
tourist attractions. Explain what a safari is.
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Climatic regions of the Muslim world
Tell the students that once parts of Pakistan had this type of vegetation but now the grasslands have
been replaced with crops.
4. Tropical forests:
a) Location: Central Africa, along the equator and South-east Asia (Use the map on page 3 of the
textbook or the Oxford School Atlas for Pakistan, page 80 to check this location.)
b) Rainfall: heavy; between 1800–2500 mm or more
c) Temperature: 20o–30o C all the year round
d) Vegetation: thick forests of tall trees with giant creepers
e) Animals: birds and monkeys on the tops of trees (canopy); snakes, lizards, and insects below
f) Forest products: teak and other hardwood, rubber
g) Other crops: sugar cane, cocoa, mangoes, pineapple, and other tropical fruits
h) Effects on human life: healthy, because of the amount of oxygen they provide, but diseases like
malaria, etc. are common and life-threatening.
5. Temperate deserts:
a) Location: Afghanistan, Central Asian states (Uzbekistan, Azerbaijan, Turkmenistan, Tajikistan,
Kazakhstan), and parts of Pakistan.
b) Rainfall: 50–300 mm
c) Temperature: not as hot as the deserts
d) Vegetation: acacia and cassia and other coarse plants and grasses
e) Crops: these are dry lands but crops are produced by irrigation and fertilizers. Uzbekistan is the
largest cotton-growing state in the world and uses water from the Caspian Sea. Pakistan also has
farmlands.
Third period
6. Mediterranean climate regions:
a) Location: around the shores of the Mediterranean Sea, the coastal areas of Morocco, Algeria, Tunisia,
Syria, Turkey and Lebanon. (Refer to the map of Africa, Oxford School Atlas for Pakistan, page 62.)
b) Agricultural products: One of the most productive climates in the world, this area produces high
value crops for the markets of western Europe. It is a large cotton-growing base. Egyptian cotton
is highly prized for its long staple fibre.
c) Fruits: grapes, citrus fruits, olives, and flowers (Balochistan, though not included in this region,
produces a variety of Mediterranean fruits.)
7. Temperate grasslands:
a) Location: Turkey, Syria, Lebanon, parts of Jordan, Iraq, and Pakistan
b) Rainfall: fairly low – about 400 mm per year
c) Temperature: reasonably warm; excellent for rearing cattle
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Secondary Social Studies 2
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Worksheet 2 Chapter 2
1. Match Column A with Column B.
A B
i) Dasht-e-Lut a) Uzbekistan
ii) Sahara b) Pakistan
iii) Kyzyl Kum c) Iran
iv) Rub-al-Khali d) Africa
v) Thar e) Saudi Arabia
a) The Sahara in Africa makes up of the total desert area of the world.
i) 6% ii) 75%
Photocopiable material
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WORKSHEET 2 Chapter 2
g) In Pakistan the monsoon is .
i) from July to September ii) from March to May
Photocopiable material
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CHAPTER three
Main agricultural products of the Muslim world
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Secondary Social Studies 2
Odd facts for interest: Many of the tea plantations in India still grow the same bushes brought from China
over a hundred years ago. Very exclusive teas in the UK can cost over Rs 30,000 a kilo: a good quality
ordinary tea costs about Rs 3000–4000 per kg. In the UK, tea is almost always drunk with sugar and milk.
Apart from being a stimulant, tea is believed to have medicinal value as an antioxidant and an anti
carcinogen.
Coffee: There are two main varieties—robusta, grown in Asia and West Africa, and considered inferior to
Arabica, grown in South America and East Africa. Coffee is also grown in the highlands of South India,
particularly Mysore. Some very special coffees have also been developed—Jamaican Blue Mountain retails
at £80 (Rs 11,760) a kilo.
Coffee trees/shrubs grow best in the shade of taller trees and each one produces 0.5–1 kg of beans a year.
The picked beans are washed, depulped (the actual beans are enclosed in a soft white pith), washed again
and then allowed to ferment in tanks. The green beans are then shipped to factories where they are
roasted—but roasted beans keep their flavour for only a week unless sealed in vacuum packs.
Instant coffee is the most usual way of drinking it today and is made by brewing very strong coffee, in a
vacuum. The powerful brew is then (a) spray dried or (b) freeze dried. Spray dried: the coffee is squirted
through fine nozzles into a stream of warm air, which evaporates the water and leaves the powdered
instant coffee. In freeze-drying, the strong coffee is frozen and the water extracted.
Cocoa was originally the drink of Mexican nobles who even had a god in their pantheon dedicated to
cocoa. It was for long rejected by Europeans, after it was introduced by the early explorers, until it became
popular, with coffee, in the 17th century. Today more cocoa goes into the production of chocolate and
sweets than as a drink.
Wheat and rice: World production of both is about equal as these are the staple grains for the bulk of
the world’s population. The earliest rice known is from the Yangtze Valley about 10,000 years ago.
Wheat has been grown since 10,000 years ago in Turkey and the Middle East.
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CHAPTER 3
Main agricultural products of the Muslim world
Lesson Plan 3
Topic: Main agricultural products of the Muslim world
Duration: Three periods (40 minutes × 3)
Objectives: • To provide information about the main agricultural products and their significance in
the regional economy
• To emphasize the importance of these as domestic consumables and export products
Resources: Textbook, Teaching Guide, Oxford School Atlas for Pakistan, encyclopedia, Internet
Introduction: Brainstorming questions.
1. Name some main agricultural products of Pakistan.
(The students already know about wheat, rice, sugar cane, cotton, etc.
2. Which of these products are exported to other countries?
(Cotton, rice, and wheat)
3. Which other Muslim countries are known for their agricultural products? The students should know
this as they have studied about it, to some extent, in the previous chapter. (Uzbekistan and Egypt for
cotton, Africa, Malaysia and Indonesia for rubber, teak, etc.)
Explanation:
Introduce the topic by writing ‘Main agricultural products of the Muslim countries’ on the board. Begin
with wool.
1. Wool: Talk about the importance of wool and its uses. Then move on to its export value.
Muslim countries that produce wool: Muslim countries which are semi-desert and temperate desert
produce wool because the main occupation of the people in these areas is livestock, i.e. sheep and
goats breeding.
Wool production in Muslim countries of the world: Kazakhstan, Iran, Afghanistan, Turkey, and Central
Asian States supply about 10% of the world’s produce of wool. Wool from Turkey, Afghanistan, and
Pakistan is considered suitable for carpet-making.
2. Cotton: Talk about the use of cotton and cotton cloth. Discuss the different uses of cotton seeds (for
oil and fodder).
Cotton production in Muslim countries of the world: Muslim countries produce 20% of the world’s
cotton. Leading cotton-growing Muslim countries: Egypt, Pakistan, Turkey, and Uzbekistan.
3. Sugar: Discuss the process of sugar-making which students have studied in Class 6. Mention its by-
products molasses and bagasse and their use as fuel and animal fodder, etc. (Consult the introductory
note.)
Sugar production in Muslim countries of the world: Pakistan produces 3.5% of the world’s sugar.
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Secondary Social Studies 2
Second period
4. Rubber: Discuss the uses and kinds of rubber (natural and artificial or synthetic rubber). Ask how
natural rubber is obtained. Explain the process. (The students are expected to have some preliminary
knowledge and should be able to explain that it is the product of tropical forest countries.) Ask which
countries have tropical forests. The students have studied about this in the previous chapter, Central
Africa, Malaysia, and Indonesia are rubber-producing countries.
Production in Muslim countries of the world: Muslim countries produce about 20% of all the world’s
rubber and most of it is natural. Rubber is also produced in Myanmar, Sri Lanka and some parts of
India.
5. Tea: Talk about its origin as given in the introductory notes: the kind of soil and rainfall required,
which part of the plant produces high quality tea, etc. (The students have already learnt about this
in the previous class.)
Tea production in Muslim countries of the world: about 15% of the world’s tea output is from Muslim
countries.
Consumption in Muslim countries: 18% of all the tea grown in the world is consumed by Muslim
countries.
6. Coffee: Discuss how coffee was discovered. (Consult the textbook). Explain how coffee is made; it is
roasted, ground and brewed. Ask how instant coffee is made; it needs no brewing.
The main coffee producer is Indonesia and other Muslim countries that produce coffee are Yemen,
Ethiopia and the Ivory Coast.
Coffee production in Muslim countries of the world: 15% of the world’s total supply is produced by
the Muslim countries.
Third period
7. Cocoa: Discuss where it was discovered and its uses. It is produced in West Africa and South-east Asia.
Cocoa production in Muslim countries of the world: Indonesia and Malaysia produce about 18% of
the world’s cocoa supply.
8. Wheat: State its importance. It is the most important crop of the world. It is produced in almost all
countries outside the tropics. Why is it not produced in the tropics? It requires fairly dry and mild
climate, whereas the tropics have heavy rainfall. Wheat is produced in surplus of the requirement in
Pakistan and Turkey.
Wheat production in Muslim countries of the world: Nearly 17% of the world’s wheat is produced by
Muslim countries.
9. Rice: Discuss the importance of rice. It is the tropical equivalent of wheat. Wheat requires a fairly dry
climate but rice requires a great deal of water and heat. China and India produce about two thirds
of the world’s supply of rice.
Rice production in Muslim countries of the world: Indonesia and Bangladesh grow over 18% of the
total world supply of rice.
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Main agricultural products of the Muslim world
10. Other significant exports of agricultural products by the Muslim countries: discuss the chart on page
16 of the textbook. Malaysia with its extensive oil palm plantations is the world’s leading producer
of palm oil. Discuss its use in cooking and in the soap industry.
Conclusion: Recap the main points of each of these lessons.
Reinforcement: Make a list of the agricultural products of the Muslim countries and their share in the
world output. Use the following pattern:
Homework: Questions and Activities 1–6 from page 16 are to be done for homework. The attached
Worksheet can be done as homework too.
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WORKSHEET 3 Chapter 3
1. Complete these statements.
and .
Photocopiable material
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CHAPTER FOUR
Minerals and natural resources of the Muslim world
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Secondary Social Studies 2
The US-Iraq war in 2003 has sent the price rocketing again, but several OPEC countries have agreed to
increase production to reduce the price. The problem for most OPEC countries is that oil is their main, or
often only, source of income and to keep raising prices is to kill the goose that lays the golden eggs. There
are obviously vast amounts of oil elsewhere in the world, as yet untapped, and western nations could
develop these and so break the Arab world’s virtual monopoly—45 per cent of world production, and
steadily decreasing.
It is difficult to find any area of modern life in which oil by-products do not figure. Not listed in the chart
are foodstuffs, many medicines, building materials, waxes, and polishes. The list of products (page 19) is
interesting.
Natural gas is normally found in conjunction with or adjacent to oil because it is made from the same
original materials—decayed vegetation. In the processing, butane and propane as well as petrol are
removed as liquids; we are all familiar with the gas bottles and cylinders of domestic and industrial use.
The remaining ‘dry gas’ is distributed to homes and factories as a gas for use as fuel. Plastics, drugs, and
dyes are also by-products of gas refining.
Gas has a longer history than oil. There are records from 600 Bce in China of gas being fed from shallow
wells or surface outlets along pipes made of bamboo to heat cauldrons for boiling down sea water for
salt.
You may ask pupils to try to find out more from the Internet and other sources on Pakistan’s desperate
search for oil. It is so frustrating: the region is right, the geology is right, the gas is there…but relatively
little oil.
Coal is a declining fuel, and though there are reasonable deposits in Pakistan, it is generally low grade
with less than one third of carbon and two thirds incombustible material. Unless mixed with expensive
imported high-grade coal, it is relatively of not much use except for such basic industries as brick making
where fuel quality is not so important.
The chart on page 21 shows the mineral resources of the Muslim countries. Indonesia seems particularly
well blessed with both agricultural and mineral products. Its sheer physical size, its immense ethnic and
linguistic diversity, problems of communication, and difficulties of exploiting the vast mineral wealth
outside Java, mean that Indonesia’s GDP at US$3900 is, in spite of its vast resources, about a quarter that
of Malaysia (US$15,900) and nearly twice that of Pakistan (US$2500).
Copper: The name comes from Cyprus, which was the source of the first supplies for Europe. One of the
earliest metals discovered by man, it was too soft for serious tools or weapons. However, the Egyptian
Pyramids were created using copper chisels and other tools. It was discovered later that melting it with
tin made a much harder metal, bronze, the world’s first deliberate alloy. The high conductivity of copper
makes it especially important in electrical industries, motors, dynamos, power cables as well as radios
and television sets. Much piping for water and gas is made of copper. It is, however, very poisonous, so
that while it is ideal for cooking utensils, these are tinned i.e. given a layer of tin inside so that food does
not touch the copper itself. Its poisonous qualities also made it very useful when ships were made of
wood, and marine animals bored into the timbers and seaweeds grew there, slowing down the ships.
Every so often the ships had to be taken to a beach, pulled up beyond the tide and ‘careened’: the weed
had to be burned off. Important ships had sheets of copper below the waterline to prevent this.
Lead: One of the earliest metals, but not very useful in antiquity as it is far too soft. It was sometimes
used in water pipes as it could be hammered into long, flat sheets and then these were bent round a
pole and seamed to make them watertight. Of more importance in the past was that gold and silver were
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Minerals and natural resources of the Muslim world
often found amalgamated with lead, and had to be extracted. Today lead is widely used as a base for
paints and for covering electric cables. It is a vital ingredient for car batteries.
Zinc is a late discovery. Today it is used for batteries; the ordinary cell batteries in torches usually have a
zinc case…perhaps a discarded cell can be dismantled to show the zinc casing. Zinc is used mainly for
weather-proofing as it does not rust. Zinc ointment (a white antiseptic ointment) is one of the commonest
items in domestic medicine boxes. Zinc is also used in the production of car tyres and television tubes.
Nickel: Apart from the waterproofing skin on steel in bicycles, etc., nickel is an essential ingredient in
making some kinds of steel where a very hard metal is needed, for example, in car engines and in armour
plating for tanks.
Gold is one of the earliest metals discovered, but it is so soft that it is of not much use for most practical
purposes. Its value through the ages has been as a precious metal which can be made into complex
shapes as it is so malleable. It is not affected by most chemical or other conditions and never tarnishes;
gold artefacts excavated in ancient tombs, such as that of Tutankhamen, look exactly as they were when
they were made. Apart from its value as a precious metal, gold is now used extensively in computers and
satellites and, of course, for dental purposes and gilding. Gold is used in space equipment too; partly
because it does not tarnish but also, with silver, it is one of the best conductors of electricity known.
Also explain that gold is valued because countries calculate their wealth against their gold reserves.
Silver has been traced back to Asia Minor, 4000 Bce. It was also largely a decorative metal in the past
because of its softness. Today its diverse properties make it an important ingredient in many chemical
processes, especially photography, it is also used in solar panels as a reflector (97 per cent) and as an
electrical conductor. However, silver tarnishes on exposure to air and has to be cleaned.
Silver is also used for expensive, decorative, domestic objects like vases, dishes, plates, bowls, mugs, and
trays. It may be of interest to know that silver has healing and cell regeneration properties too, and is
used universally for purification of drinking water and swimming pools.
Both gold and silver are mined as ores i.e. mixed with other substances. Gold especially is found in very
deep mines, sometimes a kilometre or more deep. Some gold is found as grains in running streams where
it has washed out from the rock. This is where small prospectors get their gold by ‘panning’ the sand
from the bottom of the stream. They swirl the sand and mud round and round with a lot of water and as
the sand is gradually washed away, specks of gold can be sometimes seen. They are extracted from the
ores by intense heat in a furnace.
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Secondary Social Studies 2
lode or reef deposits, gold is extracted by power shovels, drilling, and blasting, and it is refined
through chemical means.
Silver is also found along with other ores, and two thirds of the world’s silver is obtained as a by-
product. It is refined through smelting, concentration, and chemical means (cyanide process).
2. Pupils would probably have used LPG or piped gas for cooking breakfast; travelled on a bus using
petrol, and which was maintained in good condition by regular oiling and lubrication. They may be
wearing some form of make-up. Their clothes would be dyed; they would probably be wearing some
synthetic material. Their vegetables and fruit would most probably have been grown using artificial
fertilizer. Everything around them would have been painted, and though they may not have used
the old pen and ink, the type on the page they are reading is oil-based. They would have used tyres,
whether they came to school on bicycles, cars, or buses, along a road coated with bitumen. So, today
they have already used every one of the by-products of petroleum that are listed.
3. Coal is not commonly used where there are other sources of energy available because
• coal is dirty and very polluting when burned; its transport and storage are a problem as it pollutes
the surroundings;
• it is bulky and awkward to transport; it has to be transported by rail or occasionally by road;
• the coal generally available in Pakistan is low grade—only about one third is combustible
material—so that it gives out relatively little heat;
• disposing of residue—ashes—is messy and involves much work;
• gas and oil are much cleaner, more easily manageable and easier to transport (coal furnaces need
constant stoking);
• the smoke from burning coal pollutes the atmosphere.
4. This statement can be discussed in class and students can share their own thoughts about the use
and value of oil.
Oil is considered valuable because of its many uses and products. It is also a non-renewable energy
resource—at least for the foreseeable future—hence it must be used judiciously. Oil is wasted as an
automobile fuel by people driving around in fuel-heavy vehicles.
5. Students are to design symbols for the by-products of oil—an exercise in imagination, to be done in
pairs.
Lesson Plan 4
Topic: Minerals and natural resources of the Muslim world
Duration: Three periods (40 minutes × 3)
Objectives: • To review the main mineral and natural resources of the Muslim world
• To provide more detail about the oil and natural gas resources of these countries and
their dominance of world markets
• To understand the significance of oil and its by-products
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CHAPTER 4
Minerals and natural resources of the Muslim world
Resources: Textbook, Teaching Guide, Oxford School Atlas for Pakistan; encyclopedia, Internet
Introduction: The students have some knowledge of minerals and their importance. They have studied
this in the previous class. Ask a few relevant questions to brainstorm.
Explanation:
Explain what minerals are: minerals are substances that are naturally present in the Earth and may also
be formed from animal or vegetable matter. Name some minerals that are valuable: silver, oil, natural gas,
iron ore, gold, gemstones, etc. and discuss their usefulness.
Ask the students to name some minerals found in South Asian countries and then move on to minerals
and natural resources of Muslim countries. Write the topic on the board. Begin with the first heading.
1. Oil and natural gas: Ask the students whether they have ever been to Saudi Arabia or the Gulf States.
Discuss the climate, and ask whether they have seen farmlands like those in Pakistan, in these states.
What does this say about these countries? (Probable answer: The land is not suitable for agriculture.)
Ask why these countries are so rich. (Probable answer: Because of the oil fields.)
Most of these countries are not fertile. The soil is poor and some of the countries do not have enough
water for irrigation. They have other wealth, such as oil and natural gas, which is exported and brings
in money.
Oil and gas production in Muslim countries of the world: The area produces one third of the world’s
output of oil and 15 per cent of the world’s natural gas. Saudi Arabia tops the world in oil production
while Iran is fourth in the world.
Ranking among the oil-producing Muslim countries: Saudi Arabia ranks first, Iran second, and Iraq is
third but for political reasons Iraq is banned from exporting more than a limited amount of oil.
Second period
Oil reserves in other Muslim countries: Abu Dhabi has 9 per cent of the world’s oil reserves and 5
per cent of its natural gas reserves. The Gulf state of Qatar has 12 per cent of the world’s known gas
reserves.
Mention that oil production in Pakistan was 22.6 million barrels of crude oil in 2007 which is
equivalent to the quantity produced by Saudi Arabia in two days.
Discuss the chart on page 18 of the textbook which shows the top fifteen producers of oil in 2008.
Discuss the table on page 18 of the textbook, which shows the names of oil and gas producing
Muslim countries. While ten Muslim countries produce enough oil, gas is produced in six Muslim
countries. Pakistan also produces oil but it is not among the top producers of the Muslim world.
However, it has reasonable reserves of gas which should be used carefully.
Discuss the fact that though the USA is the second largest oil producer, it still imports oil. (Because
it consumes twice as much.) Ask why its consumption is so high. (It is a highly industrialized country
with a huge communication and transport system.) Iran is also among the top fifteen oil producers
but it produces more than its consumption. The reason is that Iran is not as industrialized as America
or Japan.
Use of oil as a raw material: Discuss the use of oil as raw material for different products e.g. fertilizer,
cosmetics, paints, medicines. etc. Study the pictorial chart on page 19 of the textbook. Ask the
students to look at the map on page 20 too, which shows the oil and gas fields in the Muslim world.
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Secondary Social Studies 2
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WORKSHEET 4 Chapter 4
1. Fill in the blanks.
a) The Muslim world is the most important region of the world for producing
and gas.
c) USA has to import oil in spite of its own oil production because it
more than it produces.
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CHAPTER five
Industrialization in the Muslim world
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CHAPTER 5
Industrialization in the Muslim world
Among these countries, Egypt’s tourism revenues have fluctuated considerably, rising to 4.3 billion US$
in 2000 and falling to 1.8 billion in 2003 and a meteoric rise to US$7.6 billion in 2006.
Some of the North African Muslim countries such as Tunisia, Libya, and Egypt have lost the tourism market
because of civil uprisings (Arab Spring) in 2010–11.
Perhaps collect travel brochures from agents and stage a wall chart advertising campaign for various
countries, extolling their attractions. Make one for Pakistan, to show the rest of the world what is
available—antiquities, unparalleled scenery, etc.
Lesson Plan 5
Topic: Industrialization in the Muslim world
Duration: Four periods (40 minutes × 4)
Objectives: • To study the main industrial resources of the Muslim world and the importance of oil in
its industries
• To look at the modern industrial aspects, especially of Malaysia and Turkey
• To analyse the tourist potential of the Muslim world, presently minimally developed
Resources: Textbook, Teaching Guide, Oxford School Atlas for Pakistan; encyclopedia, Internet
Note: This chapter should be covered in two consecutive periods each for better learning.
Introduction: Ask the following questions to guide the students to the topic.
1. Name some items that you see in the classroom e.g. fan, furniture, books, notebooks, dust bin, etc.
and ask where they are made. (Probable answer: different industries in the country.)
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Secondary Social Studies 2
2. Why do we import different items such as computers, mobile phones, luxury cars etc.? (Probable
answer: We do not have the industries that manufacture them locally.)
3. Can you name some countries that are highly industrialized? (Probable answer: Japan, America, U.K.,
Germany, France, etc.)
4. Do you think Pakistan is an industrialized country? (Pakistan is not an industrialized country because
it does not have a strong industrial base. We do not manufacture heavy machinery.)
Introduce the topic ‘Industrialization in the Muslim countries’.
Talk about some Muslim countries e.g. Saudi Arabia, Bangladesh, the Muslim countries of North Africa
(Egypt, Algeria, Sudan, etc.) and discuss why these countries are not industrialized. (Mainly because they
were under colonial powers that were not interested in their industrialization.)
Debate why Pakistan is not an industrialized country. Mention the role of the colonial power before its
independence. Britain was more interested in the subcontinent’s raw material e.g. cotton, to develop its
own textile industry, and earn better profits. Discuss why even after independence Pakistan could not
develop its industries: it was because of lack of financial resources immediately after independence, lack
of skills, low literacy rate, and the absence of a strong industrial policy by the government. The country
moved forward in the sixties during Ayub Khan’s tenure.
Second period
Briefly mention the Industrial Revolution in the eighteenth century in the U.K. Mention the other factors
that prevented industrialization in the Muslim world.
1. Shortage of coal and energy which is the base of industries.
2. Lack of iron ore on which the heavy industries depend.
3. Lack of skilled workmanship.
But now the situation is reversed. The western industrial firms are establishing their units in Asian
countries because the labour is cheap and skills are easily available.
Mention the development in access to oil and gas reserves in the Muslim world that is helping these
countries to industrialize.
Ask the students to name the oil and natural gas producing Muslim countries (Saudi Arabia, Gulf States,
Iran, Indonesia, Algeria, etc.). These countries are developing industries now, mostly based on local
agricultural or mineral products. Tell the students that at present Indonesia, Malaysia, Saudi Arabia, Turkey,
and Iran are fairly ahead in industrialization.
Explain that Malaysia is the most developed Muslim country. It manufactures electronic equipment for
local use as well as for exports. But it is still behind the western industrialized countries. Compare it with
Switzerland which is a small country with a smaller population and produces as much goods as Malaysia
which has more area and population.
Explain the graph given on page 26 of the textbook. Muslim industrial countries (the blue bar) and the
output of Muslim countries (the green bar) show that they are far behind the West. Explain what GDP
means (gross domestic product). It means the value of the total produce within a country during a given
period. Compare the GDP of USA which is more than US $ 2500 million with the GDP of Saudi Arabia
which tops the Muslim countries. Its GDP is less than US $ 500 million. The Muslim countries are far behind.
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CHAPTER 5
Industrialization in the Muslim world
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WORKSHEET 5 Chapter 5
1. Give short answers to the questions below.
b) Which is the most industrialized Muslim country, and what does it produce?
Photocopiable material
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CHAPTER six
Trade and commerce
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Secondary Social Studies 2
and sells all of his shares at a good price before the market gets to hear of the problem and the share
price collapses. It is, of course, illegal but universal.
Lesson Plan 6
Topic: Trade and commerce
Duration: Two periods (40 × 2 minutes)
Objectives: • To provide a brief account of trade and commerce, especially the significance of balance
of payments
• To study the importance of international trade—exports and imports
Resources: Textbook, Teaching Guide, Oxford School Atlas for Pakistan; newspaper, encyclopedia, Internet
Introduction: To brainstorm ask the following questions.
1. What do the businessmen do? (They sell goods.)
2. Who buys the goods? (The people)
3. Why do people buy them? (Because they need them as they cannot make everything themselves.)
4. Why do the businessmen sell things? (To earn money)
5. What happens if a family spends more than it earns? (They will run into debt.)
6. Why should families spend less and save? (For their future needs)
7. Why do countries import goods? (They cannot manufacture everything they need.)
8. Why do countries export goods? (To earn money in the form of foreign exchange which they can use
for their imports and to make a living)
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Trade and commerce
9. What will happen if a country imports more than it exports? (The country will be in debt and will
have to borrow money at high interest.)
Tell the students that the business of buying and selling or import and export is called ‘Trade and
Commerce.’ Explain the terms ‘exports and imports’ and ‘balance of payments’. Write the following
equation on the board.
a. More exports – less imports = Positive Balance of Payments.
b. More imports – less exports = Negative Balance of Payments.
Discuss the disadvantages of Negative Balance of Payments. (The country will be in debt and will have
to borrow money with interest from world organizations.)
Explain why the export of industrial and manufactured goods is more profitable than agricultural
products. It is because the former fetch better prices. Explain that countries earn foreign exchange
through exports and can use this money for imports.
Go on to explain that there is another source of income for a country. Ask the students to guess what it
could be. Ask whether any of their family members work overseas – in Saudi Arabia, the Gulf, U.K, U.S.A
etc. How do they spend their income? (They spend a part of it for their personal needs and send the rest
to their families living in Pakistan.) Ask how they send this money. (Through banks).
So this is the ‘other’ source through which countries earn foreign exchange. They export their manpower.
Give examples of Pakistani emigrants working in foreign countries.
Ask the students to collect information about the foreign exchange reserves of Pakistan from newspapers,
and the Internet. Explain with examples, and ask them to collect newspaper cuttings on this topic and
paste them in their notebooks.
International Trade: Explain that this is trade between countries. Discuss the problems faced by countries
in international trading.
1. Explain why countries cannot barter sometimes.
2. Values of currencies change: Give examples of comparatives exchange rates between the different
currencies and the Pakistani rupee, which often rise and fall. The students are well aware of these
phenomena. However, this can be solved to some extent by agreeing to use one currency for
international trade. The currency most commonly used is the U.S. dollar.
3. Sometimes payments have to be made in cash as trading countries do not have the required goods
to barter.
Conclusion: Recap the main points.
Reinforcement: The students may collect cuttings of exchange rates for one week, from the newspaper
and study the fluctuation in the rate of exchange.
Find out from the newspapers/Internet the value of remittance sent by expatriates to Pakistan in the last
year.
Homework: Questions and Activities 1-4 from page 33 of the textbook. The attached Worksheet may be
done for homework too.
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WORKSHEET 6 Chapter 6
1. Match the currencies to the countries.
A B
a) Pound Sterling i) USA
b) Dollar ii) Europe
c) Euro iii) Britain
d) Yen iv) Saudi Arabia
e) Riyal v) Japan
2. From the Business pages of the newspaper find out and write the rupee exchange rate for each
currency in the table above.
Pound Sterling = Rs
US Dollar = Rs
Euro = Rs
Yen = Rs
Saudi Riyal = Rs
a) The value of exports and imports set against one another is called the
d) Another source of income for a country is the money sent home by the
Photocopiable material
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CHAPTER seven
Transport and communication
1 35
Secondary Social Studies 2
9–10, 10–11, etc. Add up numbers and discuss why certain types of vehicle seem to predominate at certain
times. Charts can be drawn for wall display.
From 1970 to 2006, the increase in transport in Pakistan has been impressive. Cars/jeeps increased from
141,746 to 1,496,780; taxis from 12,819 to 96,968; buses from 21,600 to 192,753; trucks from 42,003 to
208,347; motorcycles from 106,033 to 3,083,558. These figures (from the Economic Survey of Pakistan,
2006–7) reflect the progress. Work out the rate of progress for each type of vehicle.
Railways: The graphs on page 35 show the decline in the use of railways in Pakistan. This is a worldwide
phenomenon: most countries have closed all the smaller branch lines which were not making much profit
and are left only with the main inter-city lines. France, Spain, Italy, Japan, and South Korea have reversed
the trend by introducing very fast, luxury trains on their main routes; small lines are still closed. Other
European countries are exploring the opportunities. The Japanese ‘bullet train’ now averages 240–250
kph, and the latest model can reach 300 kph. If one adds in the time taken to getting to airports and
waiting for the flight, it is generally quicker to go by train if the destination is suitable.
Ask the students about the disadvantages of railways such as reaching only certain destinations, having
to transfer goods from one train to another, getting goods to and from the stations, etc.
Pipelines: Today even solid materials, as long as in very small sizes such as crushed ores, can be sent
along pipelines, but the main use of pipelines is still for liquids or gases. Discuss the advantages and
disadvantages of pipelines: expensive to build and maintain, but cheap and effective in operation, and
can go directly from the source—oil or gas well—to the site where these are to be processed. On the
down side, they are very vulnerable, almost always being above ground, as the cost of putting them in
deep trenches would be exorbitant; accidents can happen, resulting in varying degrees of damage. In
areas of political instability (as most of the oil producers are) they are an easy prey to terror attacks. A
single small bomb can put a pipeline out of action for days or even weeks, so that constant guarding is
often necessary. An oil pipeline in Russia, some years ago, was sabotaged by local peasants trying to steal
the fuel in it. There was a terrific explosion as the fuel ignited, and hundreds of people, all with cans to
carry off their spoils, were killed. Similar disasters have also taken place in African countries. In Pakistan
too, one reads about gas pipelines being blasted by saboteurs.
Air travel: Speed and convenience are the main advantages, especially for long journeys and for
transporting perishable and fragile goods, as well as in emergencies. Cost is the big disadvantage.
Moreover, the recent security problems have increased the pre-flight hassles. Many people are still
apprehensive of air travel. Even in a major accident on rail or roads, there are normally only a few
casualties: in an aircraft, there are several hundred.
By sea: Sea transport is still the main preference for many goods as cargo is generally booked by volume,
not weight. Talk about tankers and their enormous size. A tanker travelling at normal speed takes 5–7
kilometres to come to rest in an emergency stop. The advantages of container ships are speed of loading
and unloading and prevention of tampering. Some idea of the size of containers can be gathered by the
fact that one large container can hold six motor cars.
Other major ships are bulk carriers; these are similar to oil tankers but their long body is designed to carry
things such as thousands of tons of ores, coal, grain, etc.
There are still—though a dying breed—the smaller ships, formerly called tramp steamers, which plough
their way between smaller ports carrying miscellaneous loads of mixed goods in smaller quantities.
A mention might be made of the new luxury ships—people who used to travel on business by liner now
go by air, but passenger shipping is enjoying an enormous expansion in cruise ships. These are usually
36 1
CHAPTER 7
Transport and communication
extremely luxurious and sail from port to port where there are things of interest. One remarkable ship
(‘The World’) is made up of flats which people can buy as their homes. This ship cruises steadily round
and round the world, and though people can live in their flats all the time, the owners who are obviously
very wealthy, fly out for particular parts of the voyage. A cheap one-bedroom flat on board, in 2003, cost
about £1 million; (147 million rupees—in 2012) and there was an annual maintenance fee of £20,000 (2.7
million rupees). Most of us can only dream of such adventures or see them in films!
Communications are the most dramatic changes of the last 25 years from television and computers to
sophisticated mobile phones no larger than a small cigarette packet, which can pick up e-mails, TV
programmes, take photographs, and send them. One can see events as they happen—not only arranged
ones such as sporting fixtures, but also major news items such as rebellions, assassinations, inaugurations,
natural phenomena, and space explorations.
Talk about what forms of communications the pupils have at home such as radio, television, mobiles,
fixed telephones, computers with Internet access, and e-mail. How do they use them? How long? It might
be worth making a survey of time spent on watching television over a week.
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Secondary Social Studies 2
The causes for the fall in rail traffic are outlined below.
Now many more people use buses or have their own cars, which is much more convenient for shorter
journeys as well as flexible in terms of routes.
Freight by rail has fallen because using trucks is easier as they can go directly from the factory or
warehouse to the delivery point, whereas if the railway, is used, goods have to be loaded onto trucks
to take them to the station, then on to the train, and finally at the end unloaded onto trucks or vans
for delivery. Trains are more suitable for substances such as coal or cement which are heavy and can
be taken directly without unloading.
4. Road transport: Advantages: Roads can go right up to the source of the goods, for example, farms,
factories, etc. They connect smaller destinations to the main outlets such as airports, ports, and
railway stations. Roads allow life-saving vehicles such as ambulances or fire engines to speed up.
Disadvantages: In remote areas, especially mountain regions, roads can be blocked by landslides,
snowfalls, floods, etc. Also very heavy or large loads cannot be conveniently carried by road. There
are more chances of casualties on roads; one person on average is killed on every 3 km of national
highways every year. Throughout Pakistan, it is estimated that 400,000 people are seriously injured
or killed each year in motoring accidents, half of these are males aged 15–44. The cost of these in
medical and other care is estimated at Rs 100 billion a year.
In Karachi, alone in the first seven months of 2008, 356 people were killed in car accidents and 550
very seriously injured. The reasons are largely inexperienced drivers, speed, and disregard for traffic
laws.
5. Problems that might be faced with pipelines as a means of transport:
a) expensive to build and maintain;
b) as these are above the ground there is always the fear of accidents;
c) easy prey to terror attacks as these can be blasted, resulting in explosion and damage.
6. The advantages of container ships is that goods can be loaded at the factory into containers, sealed
and not opened until they arrive at their destination. This avoids pilfering which was universal under
ordinary transport. As containers are gigantic boxes of the same size they can be stacked like a pile
of bricks, so getting much more on any ship. They are easily loaded and unloaded at their ports by
means of special, but expensive, equipment.
7. Students can work in groups to answer this question.
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Transport and communication
Lesson Plan 7
Topic: Transport and communication
Duration: Three periods (40 minutes × 3)
Objectives: • To compare through graphs the relative values of rail and road links, and the usage
statistics for Pakistan
• To evaluate the importance of pipelines, especially in Pakistan; air travel, sea travel, and
modern, specialized ships for cargo
• To appreciate the importance of telecommunications in the modern world
Resources: Textbook, Teaching Guide, Oxford School Atlas for Pakistan, encyclopedia, Internet
Note: Allocate two periods for teaching and one period for project work.
Introduction: Use the following questions for brainstorming.
1. Ask the students how they come to school—by bus, private car or motorbikes.
2. What do people use to move heavy freights from one place to another?
3. How do countries transport goods and heavy machinery? (by rail, ships, trailers)
Explanation:
Write the topic ‘Transport and communication’ on the board.
Briefly mention the history of the evolution of transport from ancient times to the present day from
caravans to animal-driven carts to motor vehicles, railways, ships, etc. Explain how the invention of the
steam engine was a breakthrough. Also mention the development of roads from mud tracks to tarmac,
the highways and the motorways; transport by sea from boats to ships to huge cargo ships, and transport
by air—aeroplanes, helicopters, and cargo planes, etc. Consult the teaching notes for details.
Begin with the topic ‘Trade by land’ i.e. roads, which are the oldest means of transport. Ask why roads
are considered the lifeline of a society. It is because roads are essential for trading between towns, cities,
and even countries. Give the example of Iran, Afghanistan, India, and Pakistan.
a) Road transport: Ask the students to suggest why road transport is regarded as more convenient in
transporting goods. (The goods can be loaded directly from the factory and delivered at the
destination.) Explain the graph given on page 35 of the textbook which shows how the different
forms of transport in Pakistan have changed since 1990. Point out the growth in the number of
vehicles (trucks, buses, cars, motorbikes, etc.) In 1990 about 2,500,000 cars and motorbikes were on
the roads, which increased to almost 5,000,000 in 2006, nearly double. The increase in the number
of trucks and buses, etc. was rather slow.
Explain the next graph which shows the development of roads, highways and the railway. There is an
increase in the distance covered by roads and highways from 80,000 km to almost 100,000 km i.e. less
than 20,000 km but the increase in the distance covered by highways is remarkable. It doubled from
80,000 km to over 160,000 km.
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Secondary Social Studies 2
Second period
b) Railways: The railway system in the subcontinent was set up by the British. They laid tracks from west
to east and north to south across the land, thus connecting people, providing safe transport, and
moving cargo. At independence, Pakistan (both West and East) had an effective railway system
although it was given fewer engines and carriages. Railways were developed further in the ‘50s and
‘60s, but with construction of highways, and use of road transport for goods and people, the railways
were neglected. There was no increase in the development of railways, which have remained the
same from 1990 to 2006. The current situation of the railways in Pakistan is not encouraging.
Move on to the next graph. There is a remarkable increase in the number of passengers as well as freight.
Transport is more rapid on roads rather than rail and transportation by trucks and containers is more
convenient.
Continue with railways and mention its importance as the first means of mass transit which is now
declining. Explain why. It is more expensive to maintain and build though travel by rail is cheaper. Mention
that in Karachi there was an attempt to revive the circular railway to solve the traffic problem but so far
there is no progress. Discuss the development of bullet trains in France and Japan with a speed of 350
kph and the use of ‘Metro’ trains in South-east Asia as well as Dubai.
Pipelines: Why are pipelines included in the means of transport? (They are convenient to transport oil
and gas). Explain why booster stations are constructed at every 80 km. Explain what a booster station is.
Mention the advantages and disadvantages of pipelines. Consult the textbook and the teaching notes.
c) Air Travel: Students are quite aware of its advantages. Discuss its importance for carrying mail, goods
of high value and urgently needed medical supplies. Talk about the state airline and private airlines.
d) Sea Travel: Explain about the transport by inland waterways in Bangladesh and Egypt (the Nile), and
the Tigris and Euphrates in Iraq which carry smaller boats within the country. Give the example of
the Amazon in South America. Consult the textbook for details.
Discuss the importance of the oil tankers and cargo ships for commercial purposes. Emphasize the
importance of ensuring the fitness of all means of transport for the safety of their users.
e) Communication: Explain what is meant by communication and its importance for trade and
international relations. Discuss various means of communication—the telephone, mobile phones, TV,
radio, computer and satellite stations, etc.
Conclusion: Recap the main points at the end of each lesson.
Reinforcement: Ask the students to collect information about the bullet trains in Japan and France, and
to make a list of airlines that fly to Pakistan.
Homework: Questions and Activities 1–7 on page 39. The attached Worksheet could also be done at
home.
Project work:
Divide the class into groups. Assign each group one of the following topics and ask them to research and
prepare presentations. Assist where necessary to locate resource material and provide guidelines for the
task. The topics are: the development, and advantages and problems of i) air travel, ii) road transport
iii) railways in Pakistan.
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WORKSHEET 7 Chapter 7
1. Fill in the blanks:
c) In France and Japan the latest bullet train can travel for hours at a speed upto
kph.
3. Draw a graph below to show the development of roads, highways, and the railway in Pakistan
from 1990 to 2006.
Photocopiable material
1 41
CHAPTER EIGHT
Environment
42 1
CHAPTER 8
Environment
Material pollution: effluent from industrial processes polluting water and land; waste materials—the
throwaway society discarding paper, wrapping, household equipment, electric appliances, tins, etc.
Aural pollution: constant noise from traffic, aircrafts, industrial processes, music from public address
systems.
Visual pollution: unpleasant sights, garbage heaps, ugly buildings, advertising hoardings, cables etc. are
example of visual pollution.
Atmospheric pollution is the most serious as this seems to be changing the Earth’s climate by global
warming which will be very serious for all countries. Noxious fumes from vehicle exhausts are dangerous
and can cause serious respiratory problems.
Material pollution is serious, but more localized. Discarded waste leads to vermin infestation (rats) which
spread disease. The decomposing waste seeps into the water supply in areas which use wells, thus
contaminating water also. The problem of disposal of dangerous waste needs to be dealt with thoughtfully
instead of dumping it into the sea or leaving it exposed.
Atmospheric pollution can be dealt with on a global basis. It is no good if one country is cutting down
emissions while others just go on as before. Developed countries, and developing ones too, are the
culprits here. Atmospheric pollution is a major problem and demands a dramatic turnaround in lifestyles.
More electricity must be generated from non-polluting sources such as waves, wind, tidal, and
hydroelectric power. Vehicles must be non-polluting.
Material pollution can be controlled by careful control and disposal of waste. Burning combustible stuff
is one answer, but this of course causes atmospheric pollution. Some countries put waste in coal mines
no longer used.
Recycling also helps. Talk about the Three R principle—Reduce, Reuse, and Recycle. We should reduce
our use of materials. We should reuse whatever can be reused, such as containers, bottles, the blank side
of printed paper, etc. We should recycle items that can be recycled, such as plastics, glass, paper,
aluminium cans, to name a few. People in many western countries have to sort their refuse into tins (for
recycling), bottles (also recycled), scrap metals (recycled), and paper (made into more paper) so that in
the end there is little left but organic waste which can be composted.
Additional questions: What is global warming? How will it affect the world if it continues at the present
rate?
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Secondary Social Studies 2
Lesson Plan 8
Topic: Environment
Duration: Two periods (40 minutes × 2)
Objective: • To create awareness of the dramatic increase in global population and the problems for
the environment
• To identify the specific causes of environmental damage
• To understand global warming and its impact on the Earth
Resources: Textbook, Teaching Guide, Oxford School Atlas for Pakistan; drawing paper, Internet,
encyclopedia
Introduction: The students are well aware of the environmental problems and how to keep the
environment clean. Discuss the advantages of a clean environment and what causes pollution. Ask why
we should use dust bins in our homes and in public places. Introduce the topic ‘Environment’ by writing
it on the board.
Explanation:
Discuss why overpopulation is one of the factors creating environmental problems. Ask why overcrowded
homes can be a health hazard. (More space, more water, more food and disposal of more waste). Compare
the figures of the world’s population in 2007 to the estimated figure in 2050. Discuss what environmental
problems it will create. (More houses, food, and water will be needed and there will be more disposal
of waste and garbage) more health care facilities will be needed). How can we meet this challenge? By
controlling population. Give the example of China. The textbook and teaching notes will provide more
details.
Talk about the birth rate in Pakistan and other countries e.g. Italy, France, America, India, etc. Discuss
other factors contributing to the growth in population, e.g. better medical facilities, a better health-care
system, lower mortality rate in children and longevity (long life). Ask what problems could arise due to
longevity. (The aging population has to be taken care of. In western countries they have old-age homes. In
Pakistan and China families take care of their old relatives themselves.)
Discuss the life style that creates environmental problems e.g. increased use of vehicles, air conditioners,
factories, etc. These cause global warming, noise pollution, and visual pollution. Explain what global
warming is with the help of the diagram given on page 43 of the textbook. Discuss why it is a serious
problem—melting of the polar ice caps, increase in the sea level and its serious effects in low-lying areas
like Bangladesh and Maldives. They may be flooded and drowned.
Describe and discuss the concept of recycling and avoiding wastage to conserve resources and prevent
pollution.
Class work: Worksheet 8 can be completed in class.
Conclusion: Recap the main points of each lesson.
Reinforcement: The students may be given projects to find out about different kinds of pollution and
how to control them.
Ask the students to collect recyclable and recycled items, and organize a class exhibition. They can also
prepare a chart on the green house effect with notes to explain this.
Homework: Questions and Activities 1–4 from page 40 are to be done for homework.
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WORKSHEET 8 Chapter 8
1. Complete these statements.
drained into rivers making the water for fish, plants, and human life.
f) The carbon dioxide emission into the atmosphere is fairly high in the
countries.
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CHAPTER NINE
The population of the Muslim world
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CHAPTER 9
The population of the Muslim world
The high scores for Malaysia, Indonesia, and Brunei are the result of prosperity and a good, moderate
government which sees the advantages of education.
ii) The three South-east Asian states are Brunei, Indonesia, and Malaysia. Industrially developed and
economically strong, they have invested in the education and training of their people, increasing
their opportunity for higher incomes.
Additional questions: Why are countries with higher literacy levels more prosperous than ones with
low literacy rates? Is it because education leads to progress and prosperity? Or does prosperity enable
more education, hence more prosperity? Discuss.
Lesson Plan 9
Topic: The population of the Muslim world
Duration: One period (40 minutes)
Objectives: • To provide an overview of human statistics of the Muslim world and the implications
• To be able to read charts, and to work out reasons for the differences in life statistics
Resources: Textbook, Teaching Guide, Oxford School Atlas for Pakistan, encyclopedia, Internet
Introduction: In the previous chapter on Environment students have learnt about the correlation
between the environment and population. They also know that population, environment, literacy and
health care are interrelated. They know from real life experience that families of lower income groups in
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Secondary Social Studies 2
our country have more children; they are illiterate and their life expectancy is low. Talk about these facts
and move on to the main topic ‘The population of the Muslim world’.
Explanation:
Ask the students to name a few Muslim countries. Explain the chart on page 44 of the textbook which
shows the population, literacy percentage, and life expectancy in males/females of the Muslim countries.
Emphasize the connection between education and life expectancy.
Ask the students to compare the figures of Afghanistan, Bangladesh, Nigeria, and Pakistan (low literacy
rate and low life expectancy) to the countries of South-east Asian Islamic countries like Malaysia, Brunei,
and Indonesia which have the highest literacy rates. The life expectancy is also high. Then compare these
three countries with the non-Muslim countries—China, Cuba and Brazil. China ranks first and Brazil fifth
according to world population. These countries have invested in education. They are industrially advanced
and prosperous nations and their people have a high standard of education and a long life span.
Ask the students to study the figures of the Muslim countries of Central Asia and some other Muslim
countries e.g. Kuwait, Somalia, and Yemen.
Azerbaijan, Tajkistan, and Kazakhastan have a very high literacy rate (almost 100%), Kuwait also has a
high literacy rate (94/91) whereas Somalia (50/26) and Yemen (70/30) have low literacy rates. Why do the
Central Asian countries have a high literacy rate? They were part of the Communist. Russian Federation
before their secession, where education was a high priority.
Conclusion: Recap the main points.
Reinforcement: Research and collect more information about education in China which became an
independent country almost a year after the establishment of Pakistan. If possible compile and compare
some statistics.
Homework: Question and Activities 1–5 from page 46 are to be done.
The attached Worksheet may be used for assessment.
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WORKSHEET 9 Chapter 9
1. Match the countries with their population.
A B
e) Afghanistan v) 28 million
e) Turkey v) 94/87
e) Yemen v) Sana’a
e) Nigeria v) 71/75
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Section 2: HISTORY
CHAPTER TEN
The early Muslims
50 1
CHAPTER 10
The early Muslims
mathematics and physical sciences in which the period specialized: map-making, astronomy, navigation,
etc. There were great observatories built, especially in places like Bukhara and Samarkand. These had no
telescopes of course, which were not invented until Galileo in the 16th century in Italy, but remarkable
advances were made by studying the skies with the naked eye and simple astronomical devices.
The Crusades were wars whipped up by the Catholic Church to try to recover Jerusalem and the holy
land, to facilitate the passage for pilgrims, although the Muslims were very generous about this. Perhaps
it was more to find an outlet for the warlike activities of the knights: the eldest son inherited the family
estates, while younger sons, trained in warfare, could have made themselves a nuisance. There were a
number of crusades; one which would interest children is the Children’s Crusade of 1212. Stephen, a French
shepherd boy, and Nicholas, another from Germany, had visions that Jerusalem would be handed over
to an army of innocent children if they got to Palestine. More than 100,000 children and young adults
followed the two across Europe, arriving at various ports in Italy. A few may have caught ships to Palestine,
but the Pope disapproved. Many may have gone back home but many more thousands just vanished—
died or were seized as slaves by the North African pirates. The story is, of course, immortalized in
Browning’s ‘Pied Piper of Hamelin’ which might be worth reading to the pupils.
The Crusaders learned many things and new products from the Arabs, listed in the drawings on page 50.
These had a dramatic effect on life in Europe, and were one of the main reasons for the clamour for trade
with Asia and the voyages of discovery—Vasco da Gama, Magellan, etc. and of course, in the 17th–18th
centuries the seizure of much of Asia as colonies.
The astrolabe measured the angle between the Sun and the horizon at midday. As there were no clocks
at the time, the navigators had to follow the Sun upwards until it reached its peak, i. e. midday. The
latitude (north or south of the equator) could be calculated roughly, but the more important longitude
(the lines through the poles) could not be calculated until the 18th century with the invention of Harrison’s
chronometer, the first really accurate watch.
Carpets were so rare and valuable they were normally put on tables or hung on walls and were not meant
to be walked on. Before the Arabs had refined mirrors, polished silver was used as mirrors.
The Mongols were a loose association of Central Asian nomads who united under Changez Khan, and
again under Timur and Halaku Khan, to conquer the great Euro-Asian land mass from the China Sea to
the Urals. They were notorious, especially under Halaku, for their savagery and destruction. The Mongols
later adopted Islam and they figure in the history of the subcontinent as the Mughals, which is a Persian
spelling of their name.
Additional activity: Research and write a paragraph on Salahuddin Al-Ayyubi.
What were the Crusades? Search the reference books in your school library and the Internet to know more
about the Children’s Crusade.
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2. The Abbasids ruled at a time of greater political stability and security. Their rule is known for its
emphasis on knowledge, research, scientific and cultural growth, and its economic power. This was
a period of great culture and learning, especially in mathematics, science and medicine. Ancient
manuscripts from Greece and Rome were collected and translated; in this way they were saved for
posterity. It is rightly known as the ‘Age of wealth and culture.’
3. The Europeans learnt a great deal from the Arabs of those times as the latter had developed a more
advanced civilization. Details are given in the textbook, pages 48 to 50. In addition, there were great
advances in learning and science. The new products, especially steel, silks, cotton, and carpets, led
to a dramatic rise in trade between East and West, and ultimately, the voyages of discovery.
4. Places in Spain that have an Islamic history are Granada, Cordoba, and Toledo, to name a few. The
influence is seen in the architecture, culture, literature and language, and music as well as cuisine.
The entire Iberian Peninsula was known as Al-Andalus, and a province in southern Spain is still called
Andalusia. (Words with Arabic origins can easily be found on the Internet; the range is fascinating.)
5. The Mongols were a mainly Mongolian race from the north of China; due to the harsh surroundings
they lived in, they were fierce and competitive. They were nomadic tribes and were nature
worshippers. Changez Khan united them into one tribe and later they converted to Islam. Their later
famous descendants were the Mughal rulers of the subcontinent who established the Mughal Empire.
Lesson Plan 10
Topic: The early Muslims
Duration: Three periods (40 minutes × 3)
Objectives: • To study the early military expansion of the Muslims to the west, north and east, from
Arabia
• To provide information about the conflict between the Europeans and Muslims in the
Crusades; and the impact on both cultures
• To learn about the Muslims in power from the 10th to the 16th centuries
Resources: Textbook, Teaching Guide, Oxford School Atlas for Pakistan; encyclopedia, Internet
Introduction: The students have some basic knowledge of the history of Islam. Start by talking about
the birth of Hazrat Mohammad (PBUH) in 570CE and his preaching of Islam from the age of 40. Talk about
the pre-Islamic history of the Arab Peninsula and the revolution brought about by the teaching of Islam.
The rise of Islam: by the time Hazrat Mohammad (PBUH) died (632CE), Islam had spread throughout most
of the Arab peninsula.
Explanation:
Talk about the four Rightly Guided Khalifas (RA) following Hazrat Mohammad (PBUH) known as Khulafa-
e-Rashideen. Introduce the topic ‘The early Muslims’, on the board. Discuss the interaction of cultures
and the use of some common words in English, Urdu, and Arabic e.g. monsoon, mousim, mausum. Tell
the students that this always happens when cultures meet. Discuss the role of communication in this
assimilation. Tell them that Urdu in Roman script is popular in advertisements. Ask the students to collect
some samples from newspaper cuttings.
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The early Muslims
A brief history and achievements of the Arab Muslims from the 7th to the 16th centuries:
Ask the students the names of the Khulafa-e-Rashideen (RA): Hazrat Abu Bakr (RA), Hazrat Umar (RA),
Hazrat Usman (RA) and Hazrat Ali (RA). At the time of death of Hazrat Ali (RA) Islam had spread beyond Arabia.
Note: The following points should be written on the board.
Major expansion of Islam — During the Caliphate of Hazrat Umar (RA).
How far? (a) Persia (Iran) to the east
(b) Syria, Iraq, and Byzantine (modern Turkey)
(c) Egypt to the west
Point out these countries in the world map of the Oxford School Atlas for Pakistan, Page 71.
Effects of this expansion:
Persian and Byzantine empires (modern Iran and Turkey) were culturally developed at that time; the Arabs
learnt from them.
The Umayyad Dynasty:
• came to power in 661CE under Amir Muawiya ibn Abu Sufyan, the governor of Syria.
• The steps he took: he shifted the capital to Damascus (Syria), a city of historical importance.
• Expansion during the Umayyad dynasty was across North Africa, Europe, and Asia: to Tangier
(Morocco, in North Africa), Spain (Europe), Bukhara and Samarqand (Uzbekistan), Sindh upto Multan
(India).
• The development of the navy by the Umayyad ruler, Amir Muawiya, resulted in conquests by sea of
the islands of Sicily and Rhodes, Constantinople, Mediterranean, and then Spain under Tariq.
The man who left his mark was the Berber general Tariq after whom the straits and the rock of Gibraltar
are named.
Conquests by land: North Africa
The effects of Muslim rule in Spain under the Ummayads:
Cordoba was made the capital. Education, science, medicine, art and culture flourished. Cordoba’s
University was the largest and the best. It was a tolerant society. The Arab rule lasted in Spain till the 15th
century. Their influence can be seen in architecture, language, food, and culture. Granada was the last
stronghold. To the east, Muslim rule swept into Central Asia to the borders of China.
The end of Umayyad rule: In 750CE, they were defeated by Abbasids who established their dynasty.
Second period
The Abbasids: (750 to 1258CE)
Famous rulers were: Haroon-al-Rashid and his son Mamoon.
Their achievements: Founding of the city of Baghdad
The Abbasid period is known as ‘the age of wealth and culture’.
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Secondary Social Studies 2
reek and Latin works were translated and medical schools set up. Bait-
G
ul-Hikmah (House of Wisdom) was established in Baghdad (Iraq). The most
important contributions were in mathematics and sciences.
The Abbasid Dynasty came to an at the hands of the Mongol warlord, Halaku Khan, in 1258.
The rise of other Islamic states from the 8th to the 9th centuries: the Turks, the Ghaznavids (Afghanistan),
the Seljuq Turks occupied Iran, Iraq, and Turkey.
The Crusades took place from the 11th to the 13th centuries. Explain why they are called Crusades.
The important Muslim leader of this period was Salahuddin al-Ayyubi (1174–93). He was of Kurdish origin.
His achievements: He ruled over Syria and Egypt and recaptured Jerusalem (1188) from the Crusaders. He
was a kind and generous ruler: give the example of his treatment of Richard I of England.
Salahuddin died in Damascus (Syria); he left little wealth, just barely enough for his funeral.
Third period
Effects of the Crusades and the Muslim rule: there was extensive exchange of knowledge and ideas.
What the Europeans learned from the Arabs:
• The science of map-making (cartography)
• Use of the compass and astrolabe for navigation
• Arabic numbers (originally from India) developed mathematics
• Fine steel for weaponry
• Luxury goods e.g. carpets, glass mirrors, musical instruments, chess, and playing cards
• Food, spices, perfumes and textiles
The other important Muslim dynasties were:
• Fatimid (910–1171): Based in Egypt; they founded the city of Cairo. Consult the textbook for their
boundaries.
• Seljuq (1037–1194): They were Turko–Persians. The dynasty was founded by Seljuq Beg and the
empire was built by Tughril Beg.
• Ayubid (1169–1250): Founder—Nuruddin Zangi
Famous ruler — Salahuddin al-Ayyubi.
• Mamlook (1250–1390): Mainly Turk and Mongol; based in Syria, Palestine and Egypt.
• Ottoman (1281–1924): of Turkish origin; one of the longest ruling dynasties. Four notable rulers;
(consult the textbook).
• Mongols (1206–1334): of Central Asian origin, fierce and ruthless rulers known for their
devastations; Changez Khan and Halaku Khan; originally nature worshippers who famous rulers:
converted to Islam in the 13th and 14th centuries.
Conclusion: Recap the main points of these lessons.
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The early Muslims
Reinforcement:
1. Make a dateline of the Arab dynasties from the Umayyids to the Mongols.
2. Read the poems of Allama Iqbal on Sicily, Cordoba, and Granada. These poems remind the Muslims of
their past glory and give the message to face the challenges of life through action and by following
the path of wisdom.
3. Collect information about the achievements of the Muslims in Spain.
Homework: Questions and Activities 1–5 from page 51 are to be done for homework. The attached
Worksheet may be completed in class or used for assessment.
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WORKSHEET 10 Chapter 10
1. Choose the correct answer.
a) Major expansion of the Muslim rule took place during the Caliphate of .
i) Hazrat Ali (RA) ii) Hazrat Usman (RA)
e) In Islamic history the period is known as ‘The age of wealth and culture’.
i) Ummaiyad ii) Seljuq
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WORKSHEET 10 Chapter 10
3. Complete the following statements.
centuries.
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CHAPTER ELEVEN
Islam in South-east Asia
Lesson Plan 11
Topic: Islam in South-east Asia
Duration: Two periods (40 minutes × 2)
Objectives: • To study the peaceful expansion of Islam to South-east Asia by traders
• To study the growth of Islam in East, Central, and South-east Asia today
Resources: Textbook, Teaching Guide, Oxford School Atlas for Pakistan, encyclopedia,
Internet
Introduction: The students have already learnt the geography of the Muslim world in
Chapter 1 of this book. They are familiar with the Muslim countries of South-east Asia.
Ask the following questions to lead them to the topic:
1. Name the South-east Asian Muslim countries. (Malaysia, Indonesia, Central Asian
countries.)
2. Name some non-Muslim countries, of Asia where many Muslims live (India,
Philippines, China).
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CHAPTER 11
Islam in South-East Asia
Explanation:
Introduce the topic ‘Islam in South Asia’. Begin by talking about the spread of Islam in South and South-
east Asia, spread through peaceful means by the Muslim traders and merchants. Trace the history of the
trade relationship between Arabia, India, and South-east Asia as early as the 5th century ce, in spices and
jewels.
Tell the students that the period from 1500 – 1800 was crucial in the spread of Islam in this region. Initially
it was along the coastlines that the local population came in contact with the Arab merchants. They were
impressed by their honesty and sincerity.
Mention the unrest in the interior of the South-east Asian islands because of the power struggle in the
15th and 17th centuries.
Islam established itself in Java in 1800. Indonesia has the largest number of Muslims in the world today.
Ask the students what its population is: 222.8 million in 2007.
Explain how Islam spread here—it was through the Sufi ‘turuq’. Explain what is meant by this word.
Mention that the Aceh kingdom in the 17th century was ‘the golden age of Islam’ in Indonesia; the trend
towards orthodox Islam now is because of the Madrassas or seminaries.
Continue with Malaysia, the next largest Muslim country in this region with a population of 25 million.
Ask the students to read page 53 to know how and when Islam was brought to this region—by Arab
traders from Hadramaut in the 7th century. Ask the students to locate Hadramaut on the map of the
Arabian peninsula.
In the Philippines, Islam spread to some of its islands. But the Roman Catholic Christian religion was
imposed by the Spanish conquerors in the 16th century. Today Muslims constitute only about five per
cent of its population.
In Central Asia and China Islam was spread through the Great Silk Route by traders and travellers. In China
Muslims account for only 1.5 per cent of its population, mainly in its western provinces.
In India Muslims form 13.4 per cent of its 1.2 billion population which means over 162 million Muslims.
In Central Asia Islam spread from the Khanate of Bukhara, seat of the Uzbek government, as it was located
on a major trade route.
The Central Asian States gained their independence in 1990 after the breakup of the Union of Soviet
Socialist Republics (USSR) as Russia was known. They were not allowed to practise their religion freely
since 1917. But now they follow their faith.
Conclusion: Recap the main points of each lesson.
Reinforcement: Gather information about the lifestyle of Muslims in Indonesia, Malaysia, and the Central
Asian States.
Find out the capitals of Muslim countries and some non-Muslim countries in South-east Asia.
Homework: Questions and Activities 1–3 from page 54 and attached Worksheet are to be done for
homework.
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WORKSHEET 11 Chapter 11
1. Complete there statements.
from .
century.
f) In Central Asia, the was the focal place for the spread of Islam
in the region.
2 Name three non-Muslim countries of South-east Asia which have large Muslim populations, and
state their percentage.
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CHAPTER TWELVE
Muslim scientists, philosophers, and travellers
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Secondary Social Studies 2
Lesson Plan 12
Topic: Muslim scientists, philosophers and travellers
Duration: Three periods (40 minutes × 3)
Objectives: • To study the culture of knowledge among early Muslims
• To learn about famous Muslim travellers and scholars from 9th–15th centuries
Resources: Textbook, Teaching Guide, Oxford School Atlas for Pakistan; encyclopedia, Internet
Introduction: The students are well aware that though many Muslim countries are underdeveloped at
present, they had a glorious past. Ask the students why this was so. Mention the achievements by Muslim
scientists, philosophers, mathematicians, travellers, etc. Ask the students to name a few.
Explanation: Write the main topic ‘Muslim scientists, philosophers, and travellers’ on the board. Begin the
lesson with Ibn Batuta (1304–68), a world famous traveller. The main points about him are given below.
He covered 120,000 km, the equivalent of three times the distance around the equator. Ask the students
to find out the circumference of the Earth (about 40,075 km).
List the countries visited by Ibn Batuta. (See text on pages 55–56.) Discuss Ibn Batuta’s background
and education; he studied law like his elders.
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CHAPTER 12
Muslim scientists, philosophers, and travellers
His journeys: At the age of 21 years, he set out from Morocco for Makka. (Consult the textbook for details.)
Refer to an encyclopedia or the Internet to compile a list of the countries visited by Ibn Batuta. Follow
the routes with the help of the atlas.
Ibn Batuta moved to Delhi during the reign of Mohammad Bin Tughlaq and was appointed as the ‘Qazi’
in the court. He travelled to the Muslim state of Mali on the order of the Sultan of Morocco, crossing the
terrible Sahara Desert and returned to Morocco again in 1352, and then vanished from history until his
death in 1368/69. However, this was when he had his travelogue compiled. This is called al-Rihala.
His travelogues are a source of the history and geography of the Muslim world in the Middle Ages.
Al Beruni (973–1050): He is the most famous Arab scientist of early times. Al Beruni was born in Uzbekistan
(Central Asia) and died in Ghazni (Afghanistan). He had command of many languages—Turkish, Sanskirit,
Persian, Hebrew and Syriac—but he always wrote in Arabic. He wrote 113 books on medicine, geography,
astronomy, mathematics and history.
Al-Beruni journeyed to India in 1017. His famous book on India is ‘Kitabul Hind’ in which he describes the
customs, languages, and geography of the subcontinent in the 11th century. Some of his other books
are: Chronology of Ancient Nations, Canon, Astrolabe, Densities. He also wrote books on physics. He
suggested much before western scientists that the Earth rotated on its axis, and that the Indus Valley
was once a sea basin.
Second period
Ibn Rushd (1126–98): was born in Cordoba (Spain). He worked as a Qazi and was well versed in law. He
also served as a physician.
Contribution: His main contribution was to philosophy. His treatise on the work of the Greek philosopher
Aristotle made him an authority on the subject. His writings on Greek philosophy were translated and
used by European thinkers of the Renaissance.
Ibn Sina (980–1037) came from Bukhara (Central Asia). He was a philosopher, a physician and an intellectual
personality of his time. He memorized the Quran, and mastered logic, mathematics, philosophy and
medicine.
His main contribution was his work ‘Canons of Medicine’ (Qanoon-al-Shifa) which became the basis of
teaching medicine in Europe till the 17th century. He died in Hamadan in Iran in 1037.
Ibn Khaldun (1332–1406) is known as the father of historiography. Born in Tunisia, he served at the Royal
Court in Fez (Morocco) and as grand Qazi in Cairo. He is called the ‘Father of Sociology’ for his observations
of human nature.
His main contribution: The Muqaddamah (Introduction to the Kitab-ul-Ibar), is a masterpiece of history
and the rise and fall of civilization. He died in Egypt.
Third period
Al-Khwarizmi (died in 840): He was a famous mathematician. He was born in Khwarizm in Persia.
Al-Khwarizmi established the Indian numeral system and the use of ‘zero’ in mathematics.
His famous work is Al-Maqalah fi Hisab al Jabr Wal Muqabalah—from which the word ‘Algebra’ is derived.
Algorithms, his famous mathematical calculations, are named after him (Al-Khwarizmi—Algorithm). He
also worked on astronomy and geography and made sundials and astrolabes.
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Secondary Social Studies 2
Omar al-Khayyam (1048–1125): He became famous for his Rubaiyaat, short poems of four lines. He was of
Persian origin. His name means ‘tent maker’. His important contributions to mathematics and astronomy
are less known. He reformed the Persian Solar calendar which is more accurate than the Gregorian
calendar with a difference of only one day in 3770 years. Omar Khayyam is buried in Naishapur in Iran.
The achievements of these remarkable people proved that they lived in a period of Muslim history when
the Muslim nations were strong and supported the ‘Men of Knowledge’, which resulted in a developed
civilization. Discuss their contributions with the class.
Conclusion: Recap the main points of each lesson.
Reinforcement: Divide the class into groups and assign projects on Ibn Batuta, Al-Beruni, Ibn Sina and
Omar Khayyam.
Homework: Questions and Activities 1–5 from page 59 and the attached Worksheet are to be given for
homework.
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WORKSHEET 12 Chapter 12
1. Mark the correct answer.
e) Ibn Sina was a philosopher and also a physician, whose main contribution was to
i) philosophy ii) science iii)
medicine
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CHAPTER THIRTEEN
The decline and the reawakening of the Muslims
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CHAPTER 13
The decline and the reawakening of the Muslims
2. The subcontinent and South-east Asian states were important to the colonial powers because they
formed a guaranteed market for European goods. India was flooded with cheap cotton goods from
Lancashire (UK) although it had a long-established hand-weaving industry of its own, but which could
not compete with the machinery of the West. The colonies were also a source of raw materials of all
kinds, especially for textiles, gold, and precious stones.
3. Muslims might have maintained independence by adhering to the laws of Islam especially regarding
equality and just treatment. Had the rulers spent more time and effort in the social development
and uplift of their people, they would have had stronger economies, as a result of education and
industry, and would have been able to retain their independence.
4. Both Shah Waliullah and Syed Ahmed Shaheed were religious thinkers and leaders who believed in
and promoted a fair and just system. They also tried to unite the people into a nation. Their ideas
can be called progressive because Waliullah, by translating the Quran into the vernacular, hoped that
people could understand its teachings properly. He fought for more equality and urged people to
return to the tenets of their faith.
Syed Shaheed tried to put many of these ideas, well ahead of their time, into practice through the
concept of jihad as a struggle for liberation from oppressive rulers and a movement towards the spirit
of Islam.
5. The Muslim countries in Asia were rich in natural resources—spices, minerals, precious metals and
stones, ivory, and timber. North African Muslim countries were colonized after the 19th century. The
population of all these Muslim and other colonized countries was a source of cheap labour for the
West.
Lesson Plan 13
Topic: The decline and the reawakening of the Muslims
Duration: Three periods (40 minutes × 3)
Objectives: • To study the decline of Muslims as the industrializing Europeans seized and colonized
the regions
• To learn more about the collapse of the Mughal Empire at Aurungzeb’s death
Resources: Textbook, Teaching Guide, Oxford School Atlas for Pakistan, encyclopedia of Islam, Internet
Introduction: In previous chapters, the students have studied about the rise and fall of the Mughal
Empire; they also know how ancient civilizations like the Indus Valley, Egyptian, Greek, Roman, and many
others vanished from the pages of history. Talk about these civilizations briefly. Ask the students who ruled
India after the Mughals (the British). Ask the students which part of the world is currently more prosperous
and where in the world are there more inventions and discoveries taking place (the West). Which countries
of the world are on the decline with some exceptions? (Mostly African and Muslim countries with the
exception of the Gulf States.)
Explanation: Write the topic ‘The decline and the reawakening of the Muslims’ on the board.
Talk about the rise of the European powers in the 19th century. The factors were Industrial Revolution of
the 18th and 19th centuries and the use of machinery in production.
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Mention the fall of the Ottoman Empire (Eastern Europe, Turkey is both in Europe and Asia); of the
domination of British in Egypt and India; the French domination in the North African Muslim states;
the European control of Muslim countries on the East African Coast, South-east Asia and the Arabian
Peninsula. Ask the students to look at these areas in the atlas (world map). State the names of the countries
they should look for.
Ask the students to suggest reasons for the colonization of these countries—the search for raw material,
greed to earn more profit for the European Powers on one hand and also the strategic importance of
some countries e.g. India, Turkey, Egypt, and now Iraq and Afghanistan.
Discuss other causes of the decline of Muslim countries—cruelty of power-hungry rulers, ignoring
education, endless wars, corruption, and infighting slowed down their growth to an alarming extent.
Tell the students that by the end of the 19th century, the Muslim world was completely under European
control.
Ask them how these countries became independent again: it was mainly because of the leadership that
awakened and motivated them to rise and fight for their rights. Who were these people in the early 18th
century?
Prominent among them (the awakeners) were Shah Waliullah and Syed Ahmed Shaheed. They were
religious figures, and called upon the Muslims to develop into a strong and independent community.
Discuss the reforms made by these two scholars individually.
Shah Waliullah (1703–62)
Talk about his birthplace and family background, his education in Makka and his stay there for 14 years.
What did he feel after his return? The people of the subcontinent did not understand the Quranic
teachings because they were in Arabic, a language they did not know. How did Walliullah solve this
problem? He translated the Holy Quran into Persian, which was then understood by most educated
people. His sons later translated it into Urdu. Discuss the teachings of Shah Waliullah. Why did he want
to reform the society and how did he do it?
He wanted the Muslims to regain their lost glory and to understand the teaching of Islam. He advised:
• equality between the rich and the poor
• fair distribution of wealth
• discouraging dishonesty
• peasants and workmen to be given fair wages
• fair prices to be charged by the merchants
• obedience to the laws of the Quran; he showed people the way to return to the purity of their faith.
Syed Ahmed Shaheed (1786 – 1931)
Mention the political situation in the subcontinent during his time. Syed Ahmed was educated at
Waliullah’s old madrassa. He then joined the Pathan army, especially studying the use of European artillery.
First, he went to Delhi where he gained many followers of his ideas about Jihad or ‘holy war’. In 1821 he
went to Makka for Hajj and stayed there for one and a half year. He returned to India to recapture the
Muslim rule in Punjab and NWFP (now Khyber Pakhtunkhwa). Mention the details. Consult the textbook
for this.
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But he was opposed by the people because he imposed taxes on those whose lands he had reconquered
so as to pay for his large army. The people opposed him because they had never before been asked to
pay taxes. Discuss the conflict between him and Yar Mohammad; Syed Ahmed was killed, and the Jihad
movement ended.
Why did Syed Ahmed’s movement fail?
a) The campaigns were not organized because his army did not comprise of soldiers.
b) Lack of money
c) Differences of opinion among his men
However, his ideas showed how people to fight for a cause. Syed Ahmed Shaheed died fighting and is
buried in Balakot.
Conclusion: Recap the main points of each lesson.
Reinforcement: Collect more information about the two reformers, Shah Waliullah and Syed Ahmed
Shaheed.
Homework: Questions and Activities 1–5 from page 64. The attached Worksheet could be done as
homework too.
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WORKSHEET 13 Chapter 13
1. Complete these statements:
b) The chase for power and loss of focus were the main causes for the
of the states.
and .
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CHAPTER FOURTEEN
National unity and freedom movements
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Lesson Plan 14
Topic: National unity and freedom movement
Duration: Three periods (40 minutes × 3)
Objectives: • To look at efforts of Muslim thinkers and leaders to revive the spirit of Islam, especially
after 1857
• To examine the work and contribution of Allama Iqbal for independence
• To learn about Chaudhri Rehmat Ali’s coining the name PAKISTAN
Resources: Textbook, Teaching Guide, Oxford School Atlas for Pakistan; encyclopedia, Internet
Introduction: In the previous chapter the students learnt about the reawakening of the Muslims in the
Subcontinent and the role played by Shah Waliullah and Syed Ahmed Shaheed. They had advocated a
return to the Quranic principles to reform society.
Ask the students about the personalities in the forefront to lead the Muslims of the subcontinent to
receive modern education and meet the challenges of the time. (Probable answers: Sir Sayyid Ahmed
Khan, Allama Iqbal, and Quaid-i-Azam Mohammad Ali Jinnah.) Mention that there were some other
people on the international level whose contributions have been recognized in uniting the Muslims of
the world. They played a major role in the national unity and the freedom movements. Introduce the
main topic on the board.
Explanation:
Jamaluddin Afghani (1838–97): Give a background of his life and his role in the freedom movement.
Where was he born? In Iran
Where was he educated? In Afghanistan.
His views were liberal and progressive, and he believed in modernizing the Muslim world.
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What contributed to these views? His wide travels through the Muslim world and Europe.
His ideology: Pan-Islamism i.e. uniting all the Muslims as a single community, the Umma.
Was he an orthodox Muslim? No, he believed in ‘ijtihad’ in Muslim thought and in the interpretation of
Islamic law.
Which form of government did he support? The Parliamentary form of government which gives a voice
to the common man and limits the powers of kings and rulers.
Among whom was he popular? Among the educated youth.
Who opposed him? The orthodox people.
Mohammad Abduh (1849–1905):
Who was he? He was an Egyptian scholar.
Who influenced him? Jamaluddin Afghani.
Where did he meet him? In Paris, as a student.
Abduh’s ideology was revolutionary. He believed that while the Quran was immutable in its laws, the
social aspect of Muslim life needed to be reviewed. He believed in ‘ijtihad’.
He strongly supported the right of Muslim women to education, and made special arrangements for
them in his university.
His career: he was a Grand Mufti and a member of the Supreme Council of Al-Azhar University in Cairo.
Abduh died in Egypt in 1905.
Second period
Maulana Mohammad Ali Jauhar (1873–1931): His career: He was a writer and a courageous journalist.
Which magazine did he start? He started a weekly magazine called ‘Hamdard’ just before World War I, so
as to awaken the Muslims politically.
Why was he jailed by the British and when was he released? For his article published in 1915 in which he
supported the Turks. Explain the reasons in detail (consult the textbook). He was released in 1919.
Which movement did he support? The Khilafat Movement. Explain the movement and its outcome.
His political career: he attended the First Round Table Conference in London in 1930.
He died in London in 1931 and is buried in Bait-ul-Muqaddas (Jerusalem) for he did not want to return
to a ‘slave country’.
His brother and mother: Maulana Shaukat Ali was his brother. They were known as ‘Ali Brethren’. Bi-Amma,
their mother was into politics and trained them for a political struggle. She was also a poetess.
Allama Iqbal (1877–1938): Talk about Iqbal. The students are well aware of his poetry and contribution in
the establishment of Pakistan.
Education: He studied law and philosophy in England and then in Germany.
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Political contribution:
He joined the Muslim League in 1927.
He chaired the annual meeting Muslim League held at Allahabad in 1930.
He believed in an independent state for the Muslims of the subcontinent. Explain his views of a Muslim
state. However, he did not live to see his dream become a reality.
His relationship with Mohammad Ali Jinnah was a very close one, advising him on many issues. Mr. Jinnah
put Iqbal’s dreams into action.
World status: Iqbal was recognized as a brilliant scholar, philosopher, poet, and thinker. He believed in
‘ijtihad’. He died in 1938 and was buried in the precincts of the Badshahi Mosque, Lahore.
Third period
Chaudhri Rehmat Ali (1897–1951)
The name ‘Pakistan’ was proposed by him. Discuss the details (consult the Teaching Guide).
His idea of Pakistan was a country much larger than what emerged in 1947. (Consult the textbook for
details.) He died in England in February 1951.
Class work: Worksheet 14 is to be completed in class.
Conclusion: Recap the main points of each lesson
Reinforcement: Collect more information about the personalities studied in this chapter and prepare
posters for display.
Homework: Questions and Activities 1–5 on page 69 are to be given as homework.
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WORKSHEET 14 Chapter 14
1. Match the given personalities with their lifespan.
a) Jamaluddin Afghani 1878–1931
b) Mohammad Abduh 1897–1951
c) Maulana Mohammad Ali Jauhar 1877–1938
d) Allama Iqbal 1838–1897
e) Chaudhri Rehmat Ali 1849–1905
b) Following closely the traditional beliefs and practices of a religion.
c) A government by the elected representatives of the people.
d) The present name of Bait-ul-Muqaddas.
e) Unity of all the Muslims into a single community.
3. Name:
(1) (2)
d) The Grand Mufti and a member of the Supreme Council of Al-Azhar University in Cairo in the
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CHAPTER FIFTEEN
The struggle for freedom
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CHAPTER 15
The struggle for freedom
The population of Karachi was a mere 105,199, while Calcutta, the largest city, had just over a million. The
British authorities were nothing if not precise. Punjab, the almanac states, had 57 towns, 10,997 villages,
and 1,110,687 houses; Sindh had 26 towns, 4403 villages and 587,769 houses.
Lesson Plan 15
Topic: The struggle for freedom
Duration: Three periods (40 minutes × 3)
Objectives: • To assess the importance of the Government of India Act 1858 and the change in British
policy towards India; the Indian Councils’ Acts 1861, 1892 and their significance for
independence
• To appreciate the work and contribution of Sir Sayyid Ahmed Khan on the road to
freedom
• To learn about the rapid socio-economic and political developments in India in the
second half of the nineteenth century
• To study the Morley-Minto reforms (1909) and their impact
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The struggle for freedom
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WORKSHEET 14 Chapter 15
1. Choose the correct answer:
a) Three universities for the people of the subcontinent were opened in 1857 at
, , and
b) Sir Sayyid tried to establish friendly relations between the Muslims and the
e) The Indian Councils’ Act of 1892 gave the Muslims and Hindus
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The road to independence
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• Muslims be given adequate share, together with other Indians, in offices and services to that state
• Protection for Muslim culture, education, language, religion, personal laws, and charitable institutions
• No cabinet, central or regional, to be without one third Muslim members
• No change in the constitution should be made by the Central Government without agreement of all
states in the Federation.
Round Table Conferences, 1930–32: These produced an unfair allocation of seats for the Muslim
provinces. Punjab with 57 per cent of the Muslim population was offered 86/175 (49 per cent) of the seats
in the regional assembly. Sind with 70.7 per cent Muslims was offered 34/60 seats (57 per cent). NWFP
(now Khyber Pakhtunkhwa) with 92 per cent Muslims was offered 36/50 seats (72 per cent). (It is difficult
to give individual figures for Balochistan.)
Government of India Act, 1935: This is covered adequately in the textbook, pages 77–78, in the required
context. It may be added that Gandhi admitted that he had not read the act in full until 1942, seven years
later. It had given him most of what he was demanding. If he had read the Act earlier, the fate of India
might have been very different at Independence.
Lesson Plan 16
Topic: The road to independence
Duration: Two periods (40 minutes × 2)
Resources: Textbook, Teaching Guide; encyclopedia, Internet
Objective: To study in depth, the struggle for indepence
Introduction: In the previous chapter the students have learnt about the two major reforms (1861 and
1892) in the struggle for freedom. Recall by asking:
1. Why is the Indian Councils’ Act 1861 regarded as the first real step towards independence?
It allowed some Indians to be on the Viceroy’s Legislative Council, through nomination.
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The road to independence
2. Which reform was the next great step towards independence? Morley–Minto reforms of 1909.
Discuss the salient features.
Explanation:
Introduce the topic ‘The road to independence’. Discuss the importance of the First World War (1914–18)
in the struggle for independence of the subcontinent and the role played by the Indian soldiers including
the Muslims against fellow Muslim Turks. Why did the British Prime Minister promise self-government
after the war?
Explain the role played by Mr. Jinnah towards independence, his place in the Muslim League, and his
efforts for a United India when the British would leave. Discuss the role played by Mr. Gandhi.
The Montague-Chelmsford Reforms, 1921 were the third major step towards Independence. Describe and
discuss the salient features and explain these points.
(a) a central assembly (b) Viceroy’s veto power (c) responsibilities of the central and the provincial
governments (d) Indians in the Viceroy’s inner cabinet.
Discuss the reasons for rejection by the Congress. Mr. Jinnah was still eager to work with the Congress
but the latter was not ready for it.
The Fourteen Points by Mr. Jinnah were presented in 1929 at a Muslim League meeting. Discuss the salient
features as given in the textbook. Mr. Jinnah was still in favour of a united India.
Explain Allama Iqbal’s vision for a separate Muslim State, even if it was within an Indian Federation.
Second period
The Round Table Conferences:
Discuss the Round Table Conferences of 1930, 1931, and 1932. Explain why these conferences were called,
and their outcome.
Causes of their failure:
First Round Table Conference, 1930: Mr. Jinnah attends but Mr. Gandhi does not.
Second Round Table Conference, 1931: Mr. Gandhi attended but demanded a total Hindu-majority rule.
Third Round Table Conference, 1932: None of the leaders attended.
The Communal Award was issued in 1932. Explain its features and why the Hindus were furious and
rejected it. There was an out break of violence.
The Government of India Act, 1935, was passed as a solution to the growing differences between the
Congress and the Muslim League: Explain the main points: why it was rejected by Congress and the
Muslim League. The Muslims believed they would always be in a minority. The Princely States did not
like the democratic reforms, and the Hindus disliked the Princes who had a majority in the Upper House.
Effects of the failure: riots and violent agitation against the government.
Conclusion: Recap the main points of each lesson.
Reinforcement: Of the 14 points only four have been discussed in the book. Find out the remaining
points.
Homework: Questions and Activities 1–4 on page 78 and the attached Worksheet given as homework
will reinforce learning and comprehensions. The Worksheet can also be used for assessment.
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WORKSHEET 16 Chapter 16
1. Complete these statements.
a) Name those figures who represented the Congress to discuss the Montague-Chelmsford
Reforms.
1.
2.
c) When and where did Allama Iqbal suggest the creation of a separate Muslim State?
3. Write any three salient features of the Government of India Act, 1935.
1.
2.
3.
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Leading the freedom movement
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(though this was only in the 20th century in most countries, and even as late as the 1990s in parts of
Switzerland), they were a power behind the movement. They were not only wives and mothers of activists
who facilitated the work of the men, but also powerful politicians in their own right. Only a few of these
are given here—perhaps students could do some topic/research work for other women involved in the
pursuit of the independence of Pakistan, and its subsequent development.
Lesson Plan 17
Topic: Leading the freedom movement
Duration: Three periods (40 minutes × 3)
Objectives: • To impart information about the Quaid’s life, personality, the struggle for an independent
country and the creation of Pakistan
• To study the demands and impact of the Lahore Resolution
• To study the proposals of the Simla Conference and the Cabinet Mission Plan
• To appreciate the role of women in the freedom movement
Resources: Textbook, Teaching Guide; biographies of the Quaid, Internet
Introduction: In the previous chapter the students have learnt about the Fourteen Points of the Quaid-e-
Azam and the Government of India Act, 1935 which promised that India should become a self governing
dominion as soon as possible. Ask the students which were the two political parties struggling for
freedom (the Indian National Congress and the Muslim League) and who was leading the Muslim League.
Explanation: Talk about the dedication, energy, and brilliance of Mr. Jinnah and ask why people called
him ‘Quaid-e-Azam’ (the great leader). Talk about his family background, education in and outside the
country, his career as a lawyer, and his interest in the country’s politics.
Explain Quaid-e-Azam’s political journey, the political party he first joined (the Indian National Congress
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Leading the freedom movement
in 1906) and that he was elected to the Indian Legislation Council in 1910. Ask when he joined the Muslim
League (1913); mention his recognition in the Muslim League and his appointment as President of the
party in 1916. Talk about Mr. Jinnah’s efforts for unity between the Hindus and the Muslims, and the
Lucknow Pact.
Talk about Mr. Gandhi’s insistence that the Hindus, as the majority, should form the government. Quaid-
e-Azam resigned from both the Muslim League and the Congress, as riots began and politics was taking
an ugly turn.
Discuss the 14 points of Quaid-e-Azam and their rejection by the Congress. Jinnah, disappointed by
the Congress politics, left for London in 1930 to practice law. He attended the first two Round Table
Conference in London in 1930, and 1931 but he was not invited to the third conference in 1932.
He became the permanent President of the Muslim League in 1931 and contested in the 1937 elections.
The Muslim League lost.
The Congress won in seven provinces out of eleven provinces and refused to allow the Muslim League
to join the Government. At the Lahore Resolution of 1940 Mr. Jinnah, for the first time, supported two
separate states.
Second period
The Second World War ended in 1945. The British government now focused on British rule in India and
the transfer of power to the Indians.
The Simla Conference was held in 1945 under Lord Wavell, the Viceroy. There was disagreement on the
representation of Hindus and Muslims and Mr. Jinnah rejected the proposal.
The Cabinet Mission Plan was proposed by the British government in 1946 but was rejected by Congress
and the Muslim League. Explain the Cabinet Mission Plan (India to be divided into three parts). Quaid-e-
Azam rejected the plan when Mr. Nehru declared that the future government would not be bound by
these terms.
In early 1947 the UK government agreed to two separate states. A bill was passed on 4 June 1947 that
India would be independent on 15 August 1947. The matters were to be settled in six weeks which were
not enough.
Pakistan emerged on 14 August 1947 and Quaid-e-Azam was sworn in as the Governor General of
Pakistan. He died on 11 September 1948.
Discuss Quaid-e-Azam’s role as a leader, and his achievements.
Third period
The Role of Women in the Freedom Movement: Talk about some women leaders of Pakistan, past and
recent (Miss Fatima Jinnah, Begum Ra’ana Liaquat Ali Khan, Benazir Bhutto, etc.). Discuss how they had
been participating in political and social activities in spite of restrictions.
1. Talk about the mother of the Ali brothers, (Bi Amma), and give an overview of her role. Bi Amma’s
real name was Abadi Begum; she supported her sons in the freedom movement.
2. Maulana Mohammad Ali Jauhar’s wife, a purdah-observing lady, was a member of the All India Muslim
League’s working committee. She was the first female member to address a public meeting.
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3. Begum Jahanara Shahnawaz represented the Muslims in the First Round Table Conference in London.
She was a member of the Punjab Legislative Assembly and the All India Muslim League Council. After
independence she became a member of the Constituent Assembly set up to frame the constitution.
4. Begum Ra’ana Liaquat Ali Khan was the wife of the first Prime Minister. She formed a Woman’s
Voluntary Service and National Guard. She was a very good orator, and was well informed about
British India’s point of view. After independence she worked for the rehabilitation and uplift of
Pakistani women. She was also Ambassador to the Hague and the Governor of Sindh.
5. Lady Nusrat Haroon, the wife of Sir Abdullah Haroon, belonged to Sindh and was elected as the
President of the All India Muslim League in 1943. After independence she was actively involved in
the rehabilitation of displaced families.
6. Lady Sughra Hidayatullah, from Sindh, also actively participated in the Freedom Movement.
7. Begum Shaista Ikramullah, who belonged to a prominent political family, organized the Muslim
Girl’s Students’ Federation. She was a member of the All India Muslim League Council, member of
the Constituent Assembly after independence, and the Ambassador to Morocco. She was also an
acknowledged writer; her book ‘From Purdah to Parliament’ is available in Urdu too.
8. Begum Salma Tasaddaq Hussain was the Secretary of the Punjab Muslim League and also member
of the All India Muslim League in 1937.
9. Miss Fatima Jinnah, the youngest sister of Quaid-e-Azam, is the most prominent figure who stood
by her brother.
She organized the Women’s Wing of the All India Muslim League and founded the All India Women’s
Students Federation. She is acknowledged as Madar-e-Millat, the Mother of the Nation, and is a role
model for Pakistani women. She died in Karachi in July 1967.
Conclude the discussions. There were scores of other women who participated in the Freedom Movement
and after independence as well.
Conclusion: Recap the main points of each lesson.
Reinforcement: Collect more information about the (1) Simla Conference (2) Cabinet Mission Plan
(3) Read the book by Shaista Ikramullah and review it.
Homework: Questions and Activities 1–5 on page 85 are to be done as homework. The attached
Worksheet could be given as homework or used for class work.
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WORKSHEET 17 Chapter 17
1. Choose the correct answer:
and .
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CHAPTER EIGHTEEN
1937–46: The last steps to independence
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1937–46: The last steps to independence
country into Pakistan and Indian controlled areas, and the UN’s demand for a plebiscite to be taken, to
judge the popular vote there, has never been fulfilled. Kashmir remains a festering sore. The aggressive
attitude of India has strongly influenced the arms race between the two countries, culminating in both
nations becoming nuclear powers.
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vital water supply; poor natural resources; low numbers of trained administrators, civil servants as
most were taken over by India. The disaster of the death of the Quaid-i-Azam so early and followed
soon by the assassination of Liaquat Ali Khan posed more problems for Pakistan.
2. The sheer pressure of the Second World War on the western countries loosened their grip on their
colonies. Britain, as one of the biggest colonizers, felt a greater impact and its largest colony, the
subcontinent, was among the earliest to gain independence.
3. The Cabinet Mission’s proposals pleased no one. The Muslims would always be a minority in a united
India, and though they would have some autonomy in the four provinces, control of defence, foreign
affairs, and communications would always be in the hands of Hindus. The princes objected to losing
power (and wealth) in a new democracy. The Hindus wanted complete and permanent domination
and rejected even the small concessions suggested to Muslims by the mission.
4. The countries that gained independence soon after World War II were Korea, Israel, Palestine, and
Sri Lanka (Ceylon).
Question 5 can be given as group work; guide students where needed, with some points such as ‘Did
your grandparents migrate to Pakistan? If so, when?’ (i.e. if they did, at all!)
Lesson Plan 18
Topic: 1937 — 1946: The last steps to independence
Duration: Four periods (40 minutes × 4)
Objectives: • To study the effects of World War II on Britain’s relations with the subcontinent
• To follow the course of events from post-war elections in Britain to independence in the
subcontinent, and the decisions of the Boundary Commission
• To outline the problems facing young Pakistan
Resources: Textbook, Teaching Guide, special supplements of newspapers, Internet
Introduction: This chapter covers the Freedom Movement of the subcontinent with special reference to
World War II and the post-war elections in Britain to independence in the subcontinent.
Discuss with the students the main point of the Lahore Resolution of 1940 (division of the subcontinent
into two separate states for the Hindus and the Muslims) and its aftermath.
Talk about how World War II affected the colonial countries. The British government, weakened by the
war, made the offer towards greater autonomy.
Explanation: Explain the complete change of policy by Mohammad Ali Jinnah who had fought all his
political life for a united India. What led to this dramatic change?
Explain the proposals presented by the Cripps Mission and the Muslims’ response. Explain why the
Congress and Muslim League rejected the proposal.
Discuss the civil disobedience movement by the Congress and the Bengal Famine of 1943 and their
impact.
Explain the proposals of the Cabinet Mission of 1946 and its failure when Mr. Nehru’s statements revealed
the real intention of the Congress for total domination.
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Mention the formation of interim government in 1946. Jinnah proposed five names including a Hindu to
represent the Muslim League. Mr. Liaquat Ali Khan was given the important position of Finance Minister.
Second period
Independence for the subcontinent, 1947: Explain that in Britain the Labour Party won the 1945 election
and the Prime Minister Mr. Attlee promised to withdraw from the subcontinent in August 1948. Britain
agreed on a separate state for the Muslims as demanded by Quaid-e-Azam. The date was brought
The Indian Independence Bill was passed by the British Parliament (explain its main points) and a
Boundary Commission was setup under a senior British Judge, Sir Cyril Radcliffe. Explain its composition.
Discuss the outcome: terrible riots broke out with the announcement of Independence. Millions fled from
both sides and hundreds of thousands lost their lives and property.
Discuss the decision taken by the state of Junagadh and Hyderabad. Focus on what the main cause of
the Kashmir problem is and why it is still unresolved.
Third period
Problems facing the young Pakistan:
1. Explain why India insisted on retaining the name ‘India’. This would allow for the taking over of all
the British institutions like civil services and military forces and administration by India while Pakistan
had to create these anew.
2. Distribution of assets: Pakistan was given a poor deal as India retained not only the bulk of industry
but also the resources as well as the funds. This put the new country in a comparatively weak position,
especially the problem of settling the refugees.
3. Refugee problem: approximately eight million Muslims fled to Pakistan; this had to be resolved within
limited resources. India too had six million refugees but it was a vast country and had comparatively
more resources.
4. The death of Quaid-e-Azam and the assassination of Prime Minister Liaquat Ali Khan left the country
without inspirational leadership.
5. The Kashmir problem would mean more efforts and money for its defence at the cost of the building
up of the state.
6. The land of the new country Pakistan was less fertile and India had the control of the sources of the
great rivers. Pakistan had less mineral wealth and no industry.
7. There was a great distance between East and West Pakistan; there was little in common among these
two parts except for their religion. Governing them as one country was extremely difficult.
8. Widespread corruption and fraud damaged Pakistan’s image on the international level and brought
it on the verge of bankruptcy.
9. Constant political crises throughout the 1950’s, especially in West Pakistan, led to the imposition of
Martial Law in 1958.
10. There were problems with the distribution of water from the River Indus which was eventually solved
with the help of the World Bank.
11. Pakistan went through crisis after crisis—wars and natural disasters—but the spirit of its people has
been a major source of strength towards it development.
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WORKSHEET 18 Chapter 18
1. Complete the following paragraph.
The delegation of the British government under Sir Stafford Cripps visited India in
. He offered in
return for Indian support during World War II. The plan also allowed provinces the choice
to or from the
dealt with severely by the . Things got worse with the famine in
in 1943.
2. The following questions are about the Cabinet Mission. Provide the answers.
c) What was the provincial grouping proposed by the Cabinet Mission Plan?
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f) How many members were nominated by Mr. Jinnah?
3. Answer the following questions about the state of Jammu and Kashmir at the time of
Independence.
a) Who was the ruler of Jammu and Kashmir? Who made up the majority in Kashmir?
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Pakistan—1947–71 and beyond
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But he introduced many socialist ideas which ultimately damaged the economy. Though he won the
elections of 1977, there were riots and another military coup, this time by the army chief of staff, General
Zia ul Haq.
General Zia ul Haq began to turn the country into a strict Islamic state. He promised elections, but when
they finally came in 1985, he was the only candidate and there were no political parties. Zia became more
and more autocratic, while Pakistan slipped deeper and deeper into debt, having to borrow vast sums
from the IMF. The cost of running the army and the repayment of foreign loans took between 85–90 per
cent of the national budget. This decade also saw the involvement of Pakistan in the Russo-Afghan war
(whose disastrous fallout effects still haunt the country). There was great unrest in the country…and then
in 1988, Zia was killed in a most mysterious air crash near Bahawalpur.
Democracy was restored and Benazir Bhutto, who had returned from exile in 1986, became prime
minister—the first, female, Muslim head of the government—after elections in 1988. However, in 1990
she was dismissed because of allegations of corruption, and other economic problems. Nawaz Sharif
then became prime minister, but was forced to resign by the army three years later. Benazir Bhutto was
re-elected in 1993, but in 1996 she was made to resign again because of allegations of corruption. Once
more Nawaz Sharif became prime minister (1997).
In October 1999 the Army chief, General Pervez Musharraf and his senior officers were on a commercial
flight from Sri Lanka to Pakistan when it was ordered by Nawaz Sharif to be diverted out of the country.
No doubt there were measures that if it did so and landed in a nearby country, the general would not be
allowed to return. But by great skill, contact was made with the army and the plane landed at Karachi.
The assemblies were dissolved and General Musharraf assumed the role of leader of the country.
This was obviously not democratic, but the ends sometimes justify the means. The military government
gave the country seven years of stable government at a very difficult time indeed, for Pakistan and the
Muslim world. The events of 11 September 2001 in New York and Washington strongly impacted Pakistan’s
internal and external situation and its economy.
National and provincial elections were restored in 2002, with General Musharraf as president. His term of
office was extended until 2007.
Internal insecurity due to retaliation by militants for the government’s support of the West’s war on terror
and problems with the judiciary dogged the Musharraf government. The exiled leaders of the two main
political parties, Benazir Bhutto and Nawaz Sharif, were allowed to return to Pakistan and participate in
the elections to be held in January 2008. Sadly, Benazir Bhutto was killed in an election rally in Rawalpindi
on 27 December 2007—an event which shocked Pakistan and the international community (details on
pages 98–99). Elections took place in February 2008 and were won by the PPP. The current prime minister
is Syed Yousuf Raza Gilani and the president is Asif Ali Zardari, co-chairman of the PPP.
A return to total democracy is in sight, though a strong central government has been essential, in the
current context.
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Pakistan—1947–71 and beyond
2. The first decade, 1948–58, was one of political turmoil and the resulting instability was in sharp
contrast to the steady situation across the border. This affected the growth and progress of the
country.
3. ‘Devolution of power’ means giving the common man a greater say in matters that affect his life,
livelihood, and security, among other things. It means decentralization of power, by giving authority
at the ‘grass-roots level’.
4. If the political situation is stable, the country will have a better climate for investment and economic
growth. This generates jobs and provides incomes and spending power. The increased revenues allow
the government to invest in schemes beneficial to the people, such as health care and education.
5. A good topic for discussion—students can jot down points and answer.
Lesson Plan 19
Topic: Pakistan—1947–71 and beyond
Duration: Four periods (40 minutes × 4)
Objective: To promote an awareness among students of the problems facing Pakistan since 1947
Resources: Textbook, Teaching Guide; newspapers, Internet
Introduction: This chapter reviews the events that took place from independence (14 August 1947) to the
secession of East Pakistan (Bangladesh) in 1971 and then to the current political situation of the country.
Since the students are witness to the current situation ask a few questions to arouse their interest and
then write the topic on the board.
Explanation: In 1947 Quaid-e-Azam Mohammad Ali Jinnah was sworn in as Governor General and Liaquat
Ali Khan as the Prime Minister of Pakistan. Quaid-e-Azam died on 11 September 1948—a blow for the
new country.
1948–1951: Khwaja Nazimuddin was the next Governor General of Pakistan and Mr. Liaquat Ali Khan
continued as Prime Minister. After the assassination of Liaquat Ali Khan on 16 October 1951, Ghulam
Muhammad Khan became the third Governor General and Khwaja Nazimuddin was appointed as the
Prime Minister.
Discuss the constant changes in leadership in the early years, the period of military rule and emerging
democracy.
In 1952–53 language riots broke out in East Pakistan. Explain the reasons. Mohammad Ali Bogra was
appointed Prime Minister.
1955–58: explain what ‘One Unit’ was and its objective and consequences.
Ghulam Mohammad retired due to ill health in 1956. General Iskander Mirza became the fourth Governor
General.
In 1956 a new constitution was drawn up and Pakistan officially becomes an Islamic Republic with General
Iskander Mirza as President. Elections were planned but were not held due to riots. On 7 October 1958
General Iskander Mirza dismissed the assemblies and imposed martial law. General Ayub Khan was
appointed as Martial Law Administrator.
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Second period
Recap the previous lesson and continue onwards.
Three weeks later General Ayub Khan dismissed Iskander Mirza and became the President. Strict measures
were taken against law breakers, and law and order was restored.
1959–69: This decade is generally known as the Ayub Khan era, a period of change and growth. The steps
taken by him were:
• Basic Democracies: explain their function (as base for electoral rolls).
• Martial law was replaced by the presidential form of government in 1962.
• Elections were held in January 1965. Ayub Khan won the election against Miss Fatima Jinnah.
• 6 September 1965: Pakistan was invaded by the Indian Army. A ceasefire was agreed upon on 22
September 1965. 6 September is commemorated as Defence Day.
• The Tashkent Conference was held in January 1966. Explain the details. Ask the students to look for
Tashkent in the atlas and to find ut the name of India’s then Prime Minister (Lal Bahadur Shastri, who
died during his visit to Tashkent).
• In 1968–69 protests were held against Ayub Khan and new leaders emerged. They were Sheikh
Mujibur Rehman and his Awami League in East Pakistan and Zulfikar Ali Bhutto as the under of
Pakistan People’s Party in West Pakistan..
• Ayub Khan eventually resigned in 1969, and power was handed over to General Yahya Khan who
imposed Material Law.
• Explain the strengths and weaknesses of the Ayub era. (Consult the textbook).
Third period
1969–71: Yahya Khan promised a new constitution and elections. He abolished ‘One Unit’ and gave
one-man-one-vote rights to both wings of the country; East Pakistan got an automatic majority as its
population was larger than West Pakistan’s.
Elections were held in 1970. Mujibur Rehman’s Awami League won 160 out of 300 seats and Zulfikar Ali
Bhutto and his People’s Party won 81 seats. However, there was disagreement over the Prime Ministership
as both Mujibur Rehman and Bhutto claimed it.
Explain the events leading to the secession of East Pakistan as Bangladesh on 16 December 1971.
Yahya Khan resigned and Bhutto became Martial Law Administrator and President of West Pakistan.
The following years 1971–99 can be roughly divided into:
a. The Bhutto era: 1971–77
b. The Zia era: 1977–88
c. Reaching for democracy: Benazir Bhutto and Nawaz Sharif (1988–99)
Briefly discuss the developments and events of the period 1971–99.
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Fourth period
12 October 1999:
Describe the events that caused General Pervez Musharraf to displace Nawaz Sharif and assume power as
the Chief Executive in addition to being the Chief of the Armed Forces. Explain the review of the Supreme
Court allowing him three years to restore democracy.
Elaborate on General Musharraf’s ‘devolution of power’ plan and local bodies’ election held for the offices
of ‘Nazims’. Elections to National and Provincial Assemblies were held on 30 April 2002. Musharraf became
President. General Musharraf’s presidency was extended for five years, till 2007, after a referendum on 30
April 2002. Discuss the gradual development of the economy during his era and the reasons.
Talk about the unfortunate event of 11 September 2001 in New York, USA and explain its effects on
Pakistan. Elections were held in 2004—Shaukat Aziz became the Prime Minister.
The next elections were scheduled for January 2008. In 2007 Benazir Bhutto and Nawaz Sharif returned
from exile but Benazir Bhutto’s tragic assassination on December 27, 2007, in Rawalpindi was a shock for
the country.
Elections were postponed and held in February 2008. Pakistan People’s Party won the elections. Syed
Yousuf Raza Gilani became the Prime Minister and Pervez Musharraf resigned as President. Benazir
Bhutto’s husband and co-chairman of PPP, Asif Ali Zardari, was sworn in as President.
Conclusion: Recap the main points of each lesson.
Reinforcement: Make a dateline of the important events from 1947–71.
Homework: Questions and Activities 1–5 page 9 are to be done for homework. The attached Worksheet
can also be given as homework or used for assessment.
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WORKSHEET 19 Chapter 19
1. Arrange the names of the Governor Generals of Pakistan in chronological order with the dates.
i) General Iskander Mirza ii) Mohammad Ali Jinnah
c) Pakistan was invaded by the Indian army over the Kashmir issue on .
i) 6 October 1966 ii) 14 August 1967
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e) On which date did General Pervez Musharraf assume charge as the Chief Executive and Chief
of the Armed Forces?
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CHAPTER TWENTY
Human rights
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CHAPTER 20
Human rights
How far should we tolerate antisocial behaviour? Loud music, noise, sights (ugly decoration on houses,
hoardings, etc.), pushing in queues? Get pupils to suggest other antisocial behaviour they have
encountered.
Many people who are scrupulously honest as regards paying for goods in shops, for travel, etc. feel that
it is all right to cheat the government a bit with avoiding taxes. Is this right?
Lesson Plan 20
Topic: Human rights
Duration: Four periods (40 minutes × 4)
Objectives: • To enable students to understand Human Rights as an integral part of life and of society
as a whole
• To understand that rights are linked to duties
Resources: Textbook, Teaching Guide; newspaper and reference books, Internet
Introduction: The students have already studied about the basic human rights in Class 6.
Ask them how they would feel if they were not allowed to live as they wished or if they are not
allowed to speak their mind or how they would feel if they are not treated equally, and so on.
Lead the discussion to conclude that everyone wants certain rights to be guaranteed by the society.
These are called Human Rights. Introduce the topic on the board.
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Explanation:
Ask the students whether they see discrimination in rights among people around them. Are the poor
discriminated against by the rich? Discuss and note their responses.
Mention that there have been people who thought about these injustices and tried to speak up for the
rights of the common people, especially the disadvantaged ones.
Tell them that in the past the society was generally divided into three classes:
1. The nobles
2. The merchants and the traders
3. Peasants and labourers
The rulers belonged to the noble class who were a minority and did not give any rights to their people.
But there were some rulers in ancient times who believed in giving rights to their people e.g. Asoka and
Buddha, who wanted to make the life of the ordinary people better.
Discuss the situation of human rights in ancient times. In Greece women and slaves had no rights. In Rome
slaves had no rights. They were even killed by their masters. Explain the position of women in general
and the powers noblemen had over the common people.
Explain that many of the prophets also fought for people’s rights. Discuss how the pharaohs of Egypt
treated their people. Tell them about the prophet Hazrat Musa (AS) who is revered by Jews, Christians,
and Muslims alike. Talk about his struggle against the pharaohs. Discuss Hazrat Isa (AS) and explain his
teachings.
Talk about Hazrat Mohammad (pbuh), Allah’s messenger and prophet, who preached about the dignity of
man and equal status of all before Allah. Ask the students what he preached in his last sermon against
racial discrimination, equality of all as individuals: he said that the best people were those who obeyed
God’s laws and did good deeds for others.
Second period
Continue with the ‘thinkers’; These were the ancient philosophers.
1. Confucius was a Chinese philosopher of the 4th century bce. He said the state should be like a father
figure. He strongly advocated respect for parents, elders and teachers. Encourage students to do
research on Confucius and the other Chinese philosopher Lao Tzu.
2. Plato (c. 429–347bce), the famous Greek philosopher, set up the ‘Academy’ (a college). His well-known
book ‘The Republic’ advocated education for both boys and girls. His famous pupil Aristotle was the
tutor of Alexander the Great.
3. Socrates (496–399 bce), was a Greek philosopher too. He compelled people to think about life, values,
rights, and responsibilities. Tell the students why he was forced to drink a poisonous brew called
hemlock. He preferred death rather than denying the truth. Plato was Socrates’ famous pupil.
The Magna Carta, the Great Charter, is a historic document that the English king John, a cruel ruler, was
forced to sign, in 1215, by his nobles who had prepared this charter. Magna Carta became a symbol for
controlling the ruling class. To explain its main clauses consult the textbook.
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Human rights
John Locke, the 17th century English philosopher, emphasized the importance of education. He said that
monarchs do not have the divine right to rule. People can throw them out if they are not fair in their
dealings.
Rousseau and Voltaire were both strongly influenced by the views of John Locke. Their opinions and
writings contributed to the French Revolution. Rousseau’s famous book—’Social Contract’—advocated
liberty and rights for the people.
Explain the motto of the French Revolution—Liberty, Equality and Brotherhood. Explain why it failed.
Explain who Napoleon was and the main points of Code Napoleon.
Fourth period
Discuss Abraham Lincoln and his famous words about democracy, ‘a government of the people, by the
people and for the people. He was the president of USA in 1860. He opposed slavery and began the Civil
War against it. He wrote the Emancipation Proclamation in 1863 after which all the slaves in the USA
were freed.
Ask the students to look up details about Abraham Lincoln and the Civil War.
Explain how the colonial powers in the countries of Asia and Africa reacted to these rights.
Duties: Explain that rights and duties are interrelated. Explain the importance of duties as no one can
claim rights without fulfilling their duties. Discuss the ‘duties’ mentioned in the textbook on page 107.
Conclusion: Recap the main points of each lesson.
Reinforcement: Collect more information about the ‘Thinkers’ mentioned in this chapter. Find out the
main points about Code Napoleon. Read the life story of Abraham Lincoln.
Homework: Questions and Activities 1–8 from page 107 and Worksheet 20 can be done as homework.
Worksheet 20 may also be done as class work
Note: This chapter’s content is ideal for project work based on research and group presentations.
Suggested topics/figures for research can be Asoka, Buddha, Confucius, ancient Greek philosophers,
the French Revolution, the Russian Revolution, Abraham Lincoln, and Nelson Mandela.
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WORKSHEET 20 Chapter 20
1. Fill in the blanks.
a) Who defined democracy as a government of the people, for the people and by the people’?
e) ‘Man is born free, but everywhere is in chains.’ Who said these words?
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WORKSHEET 20 Chapter 20
b) Confucius was a philosopher
i) Greek ii) Roman
d) The ‘Statue of Liberty’ was a gift to the Unites States of America from .
i) England ii) Germany
e) Hemlock is a .
i) Book ii) A poisonous drink
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World map outline
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ASSESSMENT PAPER GEOGRAPHY
Section A
3. What are the main agricultural products of Pakistan? What are the climatic conditions required for
each?
4. State the reasons behind the late industrialization in the Muslim World. Explain briefly.
5. Computer technology has changed our lives. Write at least five examples that prove this.
Section B
e) Afghanistan v) 28 million
and .
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ASSESSMENT PAPER GEOGRAPHY
3. Choose the correct answer.
a) Which is the most important oil and gas producing region of the world?
b) Which is the only important producer of coal among the Muslim countries?
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ASSESSMENT PAPER HISTORY
Section A
1. Why is the Abbasid period known as the ‘Age of wealth and culture’
2. Write about the importance of Al-Khwarizmi’s work. How did this help later scientists and scholars?
3. Write about the contributions of any two of the personalities listed below to the freedom
movement.
4. Who proposed the name ‘PAKISTAN’ for the newly created state?
Section B
c) Mohammad Ali Jinnah was elected to the Indian Legislative Council in the year .
i) 1906 ii) 1910 iii) 1907 iv) 1911
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ASSESSMENT PAPER HISTORY
2. Complete the following statements.
3. The following questions are about the ‘Road to Independence’ for the subcontinent (1947).
Write brief answers.
b) Which party won the election and who became the Prime Minister?
c) What was the date proposed for Britain’s withdrawal from the subcontinent and when was
independence finally achieved?
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Answer key
Worksheet 2
1. i) Dasht-e-Lut—Iran ii) Sahara – Africa iii) Kyzylkum – Uzbekistan
iv) Rub-al-Khali – Saudi Arabia v) Thar – Pakistan
2. a) = iii) b) = iii) c) = ii) d) = ii) e) = ii)
Worksheet 3
1. a) Malaysia b) rice c) Xoco latl d) Somalia/Ethiopia
e) Indonesia f) 15% g) Amazon h) Malaysia and Indonesia
i) 20% j) Pakistan k) Turkey l) China
m) Brazil n) Sugar cane o) Kahwah
Worksheet 4
1. a) oil b) a third, 15 per cent c) consumes d) sludge e) Kazakhstan
2. a) = ii) b) = ii) c) = ii) d) = i) e) = iv)
Worksheet 5
1. a) Industry adds to country’s economy by producing goods for local use and export.
b) Malaysia is the most industrialized Muslim country. It produced high-tech electronic goods,
chemicals, tin, rubber products, palm oil, and processed foods.
c) Products based on its minerals—tin and oil—pewter goods, rubber, timber, textiles, and paper.
a) Abu Dhabi b) Rafflesia, Sir Stamford Raffles c) tourism
d) pilgrimage e) Temureen Falls, Niah Caves
Worksheet 6
1. a) = iii) b) = i) c) = ii) d) = v) e) = iv)
2. a) Balance of Payments b) positive c) negative d) expatriates e) two
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Worksheet 7
1. a) roads b) railways c) 350 kph d) pipelines e) 1500 km, Amazon
2. Television, computer, mobile phone, radio, satellites
3. See page 35 of the textbook.
Worksheet 8
1. a) 6.5 billion b) 10 billion c) dangerous, poisonous d) toxic
e) blanket, global warming f) oil producing g) chloro-fluoro-carbons h) visual pollution
2. ‘Three R principle’ means Reduce, Reuse, and Recycle. We should reduce our use of materials i.e.
not buy more than we need, we should reuse what we can, such as carry bags, jars, etc.; we should
recycle materials that can be processed into other usable items, such as plastics, glass, and paper
products.
Worksheet 9
1. a) = iv) b) = iii) c) = i) d) = v) e) = ii)
2. a) = ii) b) = iv) c) = i) d) = v) e) = iii)
3. a) = iii) b) = i) c) = iv) d) = ii) e) = v)
4. a) = v) b) = iii) c) = iv) d) = ii) e) = i)
Worksheet 10
1. a) Hazrat Umar (ra) b) 661CE c) Tariq d) Cairo e) Abbasid
2. a) = iii) b) = i) c) = ii)
3. a) fall of Baghdad b) Amir Muawiya c) Cordoba d) Damascus
e) Jabal-al-Tariq, Tariq f) Mamoon g) mathematics
h) Salahuddin Ayubi i) instrument j) slave k) 13th and 14th
l) Turkish m) Egypt
Worksheet 11
1. a) Muslim, Hadramaut b) 1500 and 1800 c) 1800 d) Indonesia
e) golden age of Islam, 17th century f) Khanate of Bukhara
2. The Philippines, China, and India are the non-Muslim Asian countries with large Muslim
populations. India = 13.4%; Philippines = 5%; China = 1.5%
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Answer key
Worksheet 12
1. a) = ii) b) = iii) c) = iii) d) = ii) e) = iii) f) = ii)
2. a) = v) b) = iv) c) = i) d) = ii) e) = iii)
Worksheet 13
1. a) 19th b) decline, Muslim c) Morocco, Algeria, Tunisia
d) Industrial Revolution e) Madrassas, maktabs
2. a) = ii) b) = iii) c) = iv) d) = i) e) = ii)
Worksheet 14
1. a) = iv) b) = v) c) = i) d) = iii) e) = ii)
2. a) ijtihad b) orthodox c) parliamentary or democratic d) Jerusalem e) Pan-Islamism
3. a) Comrade, Hamdard b) Khaliqdina Hall, Karachi c) Bi Amma d) Mohammad Abduh
Worksheet 15
1. a) = ii) b) = iii) c) = i) d) = i) e) = iv)
2. a) Bombay, Madras, Calcutta b) British c) 1860–90 d) Lord Curzon’s e) separate electoral rolls
Worksheet 16
1. a) 1914–18 b) full self-government c) 1913 d) Montague-Chalmsford e) Gokhale
2. a) The Congress leaders were Mr. Gandhi, Mr. Nehru and Mr. Tilak.
b) 1929, students’ choice c) Allahabad, 1930 d) 1932
e) Gokhale was a moderate leader; Tilak was an extremist.
Worksheet 17
1. a) = iii) b) = ii) c) = iv) d) = ii) e) = iii)
2. a) Women’s Wing) b) Mohatta Palace) c) Begum Jahanara Shahnawaz
d) Begum Shaista Ikramullah e) Women’s Voluntary Service, National Guard
Worksheet 18
1. 1942, full dominion status, join or withdraw, objected, rejected, separate state, civil disobedience
British, Bengal.
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Secondary Social Studies 2
Worksheet 19
1. Mohammad Ali Jinnah, Khawaja Nazimuddin, Ghulam Mohammad, Iskander Mirza
2. a) = i) b) = i) c) = iii) d) = iv) e) = i)
3. a) Yahya Khan b) Yahya Khan c) Zulfikar Ali Bhutto d) General Ayub Khan
e) 12 October 1999 f) 27 December 2007
4. a) = iii) b) = i) c) = iv) d) = ii)
Worksheet 20
1. a) Hazrat Musa (AS) b) peace, forgiveness, and love
c) human rights, tolerance, respect, and above all, obedience to Allah
d)
Confucius e)
Socrates
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Answer key
2. a) Abraham Lincoln
b) It is a charter prepared in 1215 by English nobility to protect the rights of the people.
c) The French thinker Rousseau.
d) Aristotle, the Greek philosopher, was one of Plato’s students.
e) The French philosopher Rousseau.
3. a) = ii) b) = iv) c) = ii) d) = iv) e) = ii)
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Secondary Social Studies 2
Section B
1. a) =iv) b) = iii) c) = i) d) = iv) e) = ii)
2. a) pipelines b) highest c) Iraq d) Malaysia e) Indonesia, Malaysia
3. a) = iii) 15,000 km b) = ii) 6000 km c) – i) Malaysia d) = ii) South east Asia e) = iii_ 60%
4. a) = 5th b) = 2nd c) 4th d) = 4th e) = 5th
5. a) Mainly Saudi Arabia, and other Middle Eastern/Gulf States.
b) Kazakhstan
c) Balance of payment means the equal value of a country’s imports and exports.
d) The currency of the European Union is the Euro.
e) The country which is located in both Europe and Asia is Turkey.
6. The answer to this question is found in Chapter 4 on pages 22–24.
Section B
1. a) = ii) Plato b) = i) 1956 c) = ii) 1919 d) = i) 1906 e) = iii) Persian
2. a) Amir Muawiya Ibn Abu Sufyan b) Mathematics c) Cairo
d) Europeans e) Pan-Islamism
3. a) The elections took place in 1945. b) Labour Party; Clement Attlee.
c) July 1948 was the date proposed but independence was achieved in August 1947.
d) Mr. Jinnah said that there should be separate states for Muslims and Hindus.
e) The Cabinet Mission proposed an all-India Union of provinces and princely states; defence, and
other departments by provinces; three groups of provinces Muslims in the north-west, Bengal
and Assam, and Hindu majority provinces.
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